Develop a New Model to Measure the Blended Learning Environments Through Students’ Cognitive Presence and Critical Thinking Skills

Abstract

Blended learning environments are one of the significant modern technology updates that could help solve many learning issues. However, blended learning is still in its developmental stage and requires more research that seeks to find more efficient models and designs for the programs of blended learning in the context of an educational environment. Therefore, this study endeavors to address this research gap by calling into question the students’ utilization of blended learning and developing a model to measure the blended learning environments through students’ cognitive presence and critical thinking skills. To accomplish the research purpose, the study used a quantitative questionnaire for data collection. A questionnaire was distributed to 85 students who are active users of blended learning environments. The collected data was analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). In light of the empirical findings, the results have shown discrepancies with statistical significance at the level of (0.01) between the median marks of the students’ sample in the pre and post-evaluation of the performance analysis card. This study found a significant relationship between students’ cognitive presence and critical thinking skills with blended learning environments.