Validation of students blended learning course experience in Thai medical education
1
Issued Date
2025-10-01
Resource Type
eISSN
24523151
Scopus ID
2-s2.0-105030573546
Journal Title
Kasetsart Journal of Social Sciences
Volume
46
Issue
4
Rights Holder(s)
SCOPUS
Bibliographic Citation
Kasetsart Journal of Social Sciences Vol.46 No.4 (2025)
Suggested Citation
Wilaphan K., Chiowchanwisawakit P., Songkram N. Validation of students blended learning course experience in Thai medical education. Kasetsart Journal of Social Sciences Vol.46 No.4 (2025). doi:10.34044/j.kjss.2025.46.4.27 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/115414
Title
Validation of students blended learning course experience in Thai medical education
Author(s)
Author's Affiliation
Corresponding Author(s)
Other Contributor(s)
Abstract
Blended learning is a widely used method in education to promote active learning and enhance students’ learning outcomes. Therefore, evaluating the quality of blended learning courses requires an effective model for benchmarking, which can improve student satisfaction and is crucial for quality assurance in higher education. This study aimed to validate and examine student’s blended learning course experience in Thai medical education using a quantitative research design. A total of 560 medical students from a large medical school in Thailand participated. Data analysis was conducted using Confirmatory Factor Analysis (CFA). The findings indicate that components and indicators were: (1) general skills with six indicators, (2) online sessions with five indicators, (3) clear goals and standards with four indicators, (4) good teaching with six indicators, (5) appropriate assessment with four indicators, and (6) appropriate workload with three indicators. The second order CFA demonstrated that the student blended learning course experience model had an acceptable fit with χ<sup>2</sup> (249) = 1.148, p =.056, RMSEA =.016, RMR =.005, SRMR =.05, GFI =.995, AGFI =.995, NFI =.961, and CFI =.995. These findings could contribute to the development of guidelines for designing a medicine bachelor’s degree curriculum that incorporates blended learning methods.