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The aim of this study was to develop a scale to measure students’ blended learning course experience. A total of 792 undergraduate students from Malaysia participated in this study. Exploratory factor analysis (EFA) was employed to evaluate the factor structure of the scale. As a result of EFA, three factors with 19 items that explained 68.06% of the total variance were obtained. The three factors are: course design, learning experience, and personal factors. Confirmatory factor analysis (CFA) was used to establish the structural validity of the scale, and item discrimination was conducted to validate the scale. The Cronbach’s coefficients (α) for the factors ranged from .71 to .95. The overall Cronbach’s coefficient (α) of the scale was .92, demonstrating a satisfactory level of reliability. The results showed that the developed scale is reliable and valid. Future implications for course designers and instructors are discussed.
Kaushal Kumar Bhagat; Chia-Hui Cheng; Indira Koneru; Fong Soon Fook; Chun-Yen Chang. Students’ Blended Learning Course Experience Scale (BLCES): development and validation. Interactive Learning Environments 2021, 1 -11.
AMA StyleKaushal Kumar Bhagat, Chia-Hui Cheng, Indira Koneru, Fong Soon Fook, Chun-Yen Chang. Students’ Blended Learning Course Experience Scale (BLCES): development and validation. Interactive Learning Environments. 2021; ():1-11.
Chicago/Turabian StyleKaushal Kumar Bhagat; Chia-Hui Cheng; Indira Koneru; Fong Soon Fook; Chun-Yen Chang. 2021. "Students’ Blended Learning Course Experience Scale (BLCES): development and validation." Interactive Learning Environments , no. : 1-11.
Digital learning competence (DLC) can help students learn effectively in digital learning environments. However, most of the studies in the literature focused on digital competencies in general without paying specific attention to learning. Therefore, this paper developed a DLC framework based on a comprehensive literature review, which consists of six dimensions, namely technology use, cognitive processing, digital reading skill, time-management, peer management and will management. This study then developed a scale to assess these competencies where 3473 middle school students participated in the scale validation process. Specifically, exploratory factor analysis, confirmatory factor analysis and item discrimination were used to validate this scale. The six dimensions accounted for 58.66% of the total variance of the scale. The overall internal consistency coefficient was 0.94 for the scale. The results showed that the developed DLC scale is a valid and reliable instrument for assessing middle school students’ digital learning competence. The findings of this study can help teachers and specialists to improve the competencies of their learners by providing a new validated scale that could be used to assess learners and identify their DLC weakness, hence provide the needed trainings accordingly.
Junfeng Yang; Ahmed Tlili; Ronghuai Huang; Rongxia Zhuang; Kaushal Bhagat. Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review. Sustainability 2021, 13, 5593 .
AMA StyleJunfeng Yang, Ahmed Tlili, Ronghuai Huang, Rongxia Zhuang, Kaushal Bhagat. Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review. Sustainability. 2021; 13 (10):5593.
Chicago/Turabian StyleJunfeng Yang; Ahmed Tlili; Ronghuai Huang; Rongxia Zhuang; Kaushal Bhagat. 2021. "Development and Validation of a Digital Learning Competence Scale: A Comprehensive Review." Sustainability 13, no. 10: 5593.
The aim of this study was to analyze public opinion about online learning during the COVID-19 (Coronavirus Disease 2019) pandemic. A total of 154 articles from online news and blogging websites related to online learning were extracted from Google and DuckDuckGo. The articles were extracted for 45 days, starting from the day the World Health Organization (WHO) declared COVID-19 a worldwide pandemic, 11 March 2020. For this research, we applied the dictionary-based approach of the lexicon-based method to perform sentiment analysis on the articles extracted through web scraping. We calculated the polarity and subjectivity scores of the extracted article using the TextBlob library. The results showed that over 90% of the articles are positive, and the remaining were mildly negative. In general, the blogs were more positive than the newspaper articles; however, the blogs were more opinionated compared to the news articles.
Kaushal Bhagat; Sanjaya Mishra; Alakh Dixit; Chun-Yen Chang. Public Opinions about Online Learning during COVID-19: A Sentiment Analysis Approach. Sustainability 2021, 13, 3346 .
AMA StyleKaushal Bhagat, Sanjaya Mishra, Alakh Dixit, Chun-Yen Chang. Public Opinions about Online Learning during COVID-19: A Sentiment Analysis Approach. Sustainability. 2021; 13 (6):3346.
Chicago/Turabian StyleKaushal Bhagat; Sanjaya Mishra; Alakh Dixit; Chun-Yen Chang. 2021. "Public Opinions about Online Learning during COVID-19: A Sentiment Analysis Approach." Sustainability 13, no. 6: 3346.
The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students’ epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences.
Fang-Ying Yang; Kaushal Kumar Bhagat; Chia-Hui Cheng. Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India. International Journal of Science Education 2019, 41, 1347 -1365.
AMA StyleFang-Ying Yang, Kaushal Kumar Bhagat, Chia-Hui Cheng. Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India. International Journal of Science Education. 2019; 41 (10):1347-1365.
Chicago/Turabian StyleFang-Ying Yang; Kaushal Kumar Bhagat; Chia-Hui Cheng. 2019. "Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India." International Journal of Science Education 41, no. 10: 1347-1365.
Augmented reality (AR) is growing in popularity in teaching and learning due in part to powerful new technologies. What has yet to be well established is when and with which learners and learning tasks AR is an effective approach. Therefore, the aim of this study was to examine the effectiveness of using AR-based formative assessment for improving elementary students’ learning achievement and motivation in a unit of instruction involving butterflies. A total of 70 students of Grade 4 were selected from an elementary school in Taiwan. The experimental group (35) underwent an AR-based intervention that involved formative assessment using iPads whereas the control group (35) followed the traditional teaching method and formative assessment. One-way Analysis of Co-variance (ANCOVA) and multivariate analysis of variance (MANOVA) were employed to analyze the data obtained. The results indicated that using the AR-based formative assessment improved not only students’ learning performance but also learning motivation effectively compared with a traditional formative assessment approach. Therefore, it is recommended to conduct further studies and to consider integrating AR in formative assessments and feedback to improve learning.
Kaushal Kumar Bhagat; Wei-Kai Liou; J. Michael Spector; Chun-Yen Chang. To use augmented reality or not in formative assessment: a comparative study. Interactive Learning Environments 2018, 27, 830 -840.
AMA StyleKaushal Kumar Bhagat, Wei-Kai Liou, J. Michael Spector, Chun-Yen Chang. To use augmented reality or not in formative assessment: a comparative study. Interactive Learning Environments. 2018; 27 (5-6):830-840.
Chicago/Turabian StyleKaushal Kumar Bhagat; Wei-Kai Liou; J. Michael Spector; Chun-Yen Chang. 2018. "To use augmented reality or not in formative assessment: a comparative study." Interactive Learning Environments 27, no. 5-6: 830-840.
The purpose of this study was to examine the relations between primary school students’ conceptions of, approaches to, and self-efficacy in learning science in Mainland China. A total of 1049 primary school students from Mainland China participated in this study. Three instruments were adapted to measure students’ conceptions of learning science, approaches to learning science, and self-efficacy. The exploratory factor analysis and confirmatory factor analysis were adopted to validate three instruments. The path analysis was employed to understand the relationships between conceptions of learning science, approaches to learning science, and self-efficacy. The findings indicated that students’ lower level conceptions of learning science positively influenced their surface approaches in learning science. Higher level conceptions of learning science had a positive influence on deep approaches and a negative influence on surface approaches to learning science. Furthermore, self-efficacy was also a hierarchical construct and can be divided into the lower level and higher level. Only students’ deep approaches to learning science had a positive influence on their lower and higher level of self-efficacy in learning science. The results were discussed in the context of the implications for teachers and future studies.
Lanqin Zheng; Yan Dong; Ronghuai Huang; Chun-Yen Chang; Kaushal Kumar Bhagat. Investigating the interrelationships among conceptions of, approaches to, and self-efficacy in learning science. International Journal of Science Education 2017, 40, 139 -158.
AMA StyleLanqin Zheng, Yan Dong, Ronghuai Huang, Chun-Yen Chang, Kaushal Kumar Bhagat. Investigating the interrelationships among conceptions of, approaches to, and self-efficacy in learning science. International Journal of Science Education. 2017; 40 (2):139-158.
Chicago/Turabian StyleLanqin Zheng; Yan Dong; Ronghuai Huang; Chun-Yen Chang; Kaushal Kumar Bhagat. 2017. "Investigating the interrelationships among conceptions of, approaches to, and self-efficacy in learning science." International Journal of Science Education 40, no. 2: 139-158.
Virtual reality has gained worldwide interest among the researchers in the field of educational technology recently. This chapter presents an overview of virtual reality research in education and also a bibliometric analysis was performed to evaluate the publications on virtual reality from 1995 to 2016, based on the Thomson Reuters’s Web of Science (WoS). A total of 975 related documents were analyzed based on their publication patterns (documents types and languages, major journals and their publications, most prolific authors, most productive journals and their publications, and international collaborations). Bibliometric results show that the number of article has been increasing since 1995 exponentially. USA, UK and Chinese Taipei are the top 3 most productive countries/regions which are involved in virtual reality research in education. The findings would help the researchers to understand current developments and barriers in applications of virtual reality in education.
Dejian Liu; Kaushal Kumar Bhagat; Yuan Gao; Ting-Wen Chang; Ronghuai Huang. The Potentials and Trends of Virtual Reality in Education. Smart Computing and Intelligence 2017, 105 -130.
AMA StyleDejian Liu, Kaushal Kumar Bhagat, Yuan Gao, Ting-Wen Chang, Ronghuai Huang. The Potentials and Trends of Virtual Reality in Education. Smart Computing and Intelligence. 2017; ():105-130.
Chicago/Turabian StyleDejian Liu; Kaushal Kumar Bhagat; Yuan Gao; Ting-Wen Chang; Ronghuai Huang. 2017. "The Potentials and Trends of Virtual Reality in Education." Smart Computing and Intelligence , no. : 105-130.
Currently, bringing authenticity into the classroom is one of the biggest challenges faced by educators, instructors, and policymakers. How to make learning more meaningful, enjoyable an effective? How to construct authentic tasks within the classroom to improve learning? These are some important questions without clear answers. An authentic learning environment is one of the answers to the above questions. Incorporation of authentic learning with technology can make learning more interesting and interactive. The purpose of this chapter is to review the current status of authentic learning and discuss the applications of technology in developing authentic tasks. The various approaches to create authentic learning environment are discussed, as well as some empirical evidences are provided to support infusion of technology in authentic learning.
Kaushal Kumar Bhagat; Ronghuai Huang. Improving Learners’ Experiences Through Authentic Learning in a Technology-Rich Classroom. Foundations and Trends in Smart Learning 2017, 3 -15.
AMA StyleKaushal Kumar Bhagat, Ronghuai Huang. Improving Learners’ Experiences Through Authentic Learning in a Technology-Rich Classroom. Foundations and Trends in Smart Learning. 2017; ():3-15.
Chicago/Turabian StyleKaushal Kumar Bhagat; Ronghuai Huang. 2017. "Improving Learners’ Experiences Through Authentic Learning in a Technology-Rich Classroom." Foundations and Trends in Smart Learning , no. : 3-15.
Chun-Yen Chang; Kaushal Kumar Bhagat. Incorporating GeoGebra into Geometry Learning-A lesson from India. Eurasia Journal of Mathematics, Science and Technology Education 2015, 11, 1 .
AMA StyleChun-Yen Chang, Kaushal Kumar Bhagat. Incorporating GeoGebra into Geometry Learning-A lesson from India. Eurasia Journal of Mathematics, Science and Technology Education. 2015; 11 (1):1.
Chicago/Turabian StyleChun-Yen Chang; Kaushal Kumar Bhagat. 2015. "Incorporating GeoGebra into Geometry Learning-A lesson from India." Eurasia Journal of Mathematics, Science and Technology Education 11, no. 1: 1.