Penyelidikan Students Readiness Towards Blended Learning In Era Of Industrial Revolution (IR) 4.0

Journal of Advanced Research in Social and Behavioural Sciences 20, Issue 1 (2020) 69-80

Journal of Advanced Research in Social
and Behavioural Sciences

Journal homepage:
http://www.akademiabaru.com/submit/index.php/arsbs

ISSN: 2462-1951

Students' Readiness Towards Blended Learning in Era of Open
Industrial Revolution (IR) 4.0 Access

Amutha D/O Gopal Villoo@Venugopal 1,*

1 Department of Information Technology, Temerloh Community College, By Pass Batu 2, kg Chatin Ulu, 28400 Mentakab, Pahang, Malaysia

ABSTRACT

Era of Industrial Revolution (IR) 4.0, the Institutions of Higher Learning are responsible for producing competent, innovative,
competitive and virtuous human capital to meet the needs of the country. The main thrust of this mission is to improve the quality
in terms of teaching and learning method, as contained in the second pillar of the National Strategic Plan for Higher Education.
Meanwhile the combination of face to face and online learning, known as blended learning, has received special attention lately to
overall polytechnic education and community colleges to be applied. However, students' readiness through blended learning is not
merely an easy thing. Furthermore, a few responses from head of academic department depicts that the readiness at lower rate.
Hence, this study would like to examine the level of students’ readiness towards different learning aspects and dominant factor
and other factors could influence their readiness for blended learning. Researcher conceptualized six learning aspects in a research
model and then collected responses of 123 students to validate the model. Overall, the findings indicate students' readiness at
moderate. However, the dominant factor influencing within six aspect of learning is Class room at high level, apart from technology.
For successful implementation of blended learning, drastic steps should be taken to strengthen up students’ readiness in the 21st
Century.

Keywords: Copyright © 2020 PENERBIT AKADEMIA BARU - All rights reserved
Blended Learning, Six Learning Aspects,
Students Readiness, Face to face, Online
Learning

1. Introduction

Blended learning has received special attention lately known as cross and mixed-mode learning.
It is merging online and face-to-face pedagogical method [13] and [38]. Furthermore, blended
learning enables asynchronous teaching and learning [23] .In addition, the Department of Polytechnic
education and community colleges enforce that learning should be implemented via online learning
and practical theory via face to face in conjunction with post Covid’19 [4]. Furthermore, blended
learning refers as new approach in teaching and learning in terms of improving the quality of learning
to customize their learning using synchronous and asynchronous delivery modes to increase levels
of interaction among students and lecturers [36] and [40]. According to blended learning also
emphasize learners to the opportunity “to be both together and apart” [46]. Hence it shows the
importance of blended learning to be applied in higher education in the era 4.0. [28] and [30].

* Corresponding author.
E-mail address: [email protected]

https://doi.org/10.37934/arsbs.20.1.6980

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Fig.1. Blended Learning [28,48]

Fig. 2. Illustrations Of Blended Learning [22]
Furthermore, blended learning enhance teaching and learning experience for both teachers and
students by enables them to get better and efficient teaching [2] and [26]. This shows blended
learning has positive impacts on enhancing as instructional method [16]. Therefore, blended learning
has been introduced and emphasized at Community Colleges and as an instructional method in
learning and teaching. However, it was enforced during Covid’19 among education institution.
1.1 Background Issue
1.1.1 Blended Learning as new approach in Education at Community Colleges
Community Colleges is an institution that provides training and skill needs at all levels and
provides education opportunities to secondary leavers before the labour market or further education
to a higher level. However, the technological enhancements have historically driven increases in the
quality of and access to education globally [30]. In line with Department of Polytechnic and
Community Colleague emphasizes that blended learning as compulsory implemented through a
study plan that is revealed to all by courses where all theories are implemented online and practically

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in Face to Face (F2F). Therefore, many higher learning institutions in Malaysia have implemented
blended learning because of its effectiveness as a learning approach to a new era, as techniques for
generating feasible and effective learning outcomes [24]. In addition, to promote smart learning and
teaching base among the youthful blending education makes it more resourceful ever.

1.2 Problem Statement

Therefore, the study focuses to the extent of student readiness towards blended learning.
However, the readiness is not merely an easy thing. In addition, a few responses from head IT
department depicts that the readiness towards blended learning at moderate level. Besides the
feedback shows that IT students have basis in digital learning. However, other course students’ have
no basis in digital learning. It also causes students readiness of the blended learning at lower level.

Table 1 Level
Student Readiness Towards Blended Learning [12]
Moderate
Bill Student Readiness on Blended Learning Lower
Lower
1 Information Technology (IT) Lower
2 Building Maintenance
3 Fashion & Clothing
4 Design & Manufacture Of Furniture

Furthermore, it can be seen that students’ readiness towards blended learning Temerloh
Community College, the level of knowledge and six learning aspects that need attention are learning
flexibility, online learning, study management, technology , online interaction, classroom learning [3]
and [41]. Therefore, a research is needed to assist the Innovation & Research Unit (R&D) and the
management of colleges and the Department of Polytechnic and Community College (JPPKK) and
faculty members as educators to identify the knowledge level of students and factors influential in
studying student acceptance level.

1.3 Research Objectives and Scope

There are 3 objectives that need to be achieved in this study, which is to Investigate six factors of
learning aspects, dominant factors of learning aspects and other factors of learning aspects that
influence their readiness for blended learning. In order to better examine blended learning on the
educational outcomes of students, the scope of study is, the study was conducted at Temerloh
Community College within Course Information Technology, Building Maintenance, Fashion &
Clothing and Design & Manufacture of Furniture. In addition, the population of the study focused
students from all courses, semester June 2020.

Furthermore, the study population was 190 students and, accordingly, the sample was
determined according to Krejci, RV & Morgan [27] based on the number attached to 123 students as
respondents. There are 6 factors of learning aspects towards blended learning which is First, Learning
Flexibility (LF) is defined as learner cantered on readiness to access material and adapt to learning
within the environment in this context of research, Second, Online Learning (OL) is defined as
student’s attitude towards online learning in this context of research. Third, Study Management (SM)
is defined as students’ perception on how to manage the studies conducted in this context of

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research. Fourth, technology (TE) is defined as students’ perception on how adaptable the technology
in this context of research. Fifth, Classroom Learning (CL) defined as students’ perception on how
well the learning through classroom-based activities. Six, Online Interaction (OI) is defined as
students’ attitude towards online Interaction in this context of research.

1.4 Conceptual Model

From Figure 4, the dependent variables in this research are set to six factors that hinder the
students’ readiness towards blended learning. Each factor was selected based on previous research
done by several researchers [3,41]. Overall from the conceptual framework it can be seen that there
are six learning aspects that play important role as variables of this study.

Factor of Learning Aspects

Learning Flexibility (LF)

Student Level Online Learning (OL) Students'
Student’s Study Management (SM) Readiness
Readiness Towards
Technology (TE) Blended
Classroom Learning (CL) Learning

Online Interaction (OI)

Fig. 4. Conceptual Model Learning Aspects of Blended Learning [3,41]

2. Literature Review
2.1 Factors of Six Learning Aspects

Many studies have been conducted to identify the advantages of Blended Learning and its role in
producing an effective learning process as well as its positive effect towards students’ intellectual
skills development, such as [8], [19], [26], [31], [39]. In the context of this study, there are six learning
aspects that hinder the students’ readiness towards blended learning which forms the backbone of
by several authors [3] and [41] as below: -

i. Learning Flexibility (LF)
ii. Online Learning (OL)
iii. Study Management (SM)
iv. Technology (TE)
v. Classroom Learning (CL)
vi. Online Interaction (OI)

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In order to acquire skills as communication, information literacy, creativity and collaboration and
develop the ability to use digital technologies will depend on their readiness to learn in a blended
learning environment [20]. Thus, the level of readiness of the students regarding blended learning
need to identify. In addition, the previous author emphasizes that learner’s engagement plays an
important role for positive educational outcomes [18].

2.2 Blended Learning in Higher Education

Many higher learning institutions in Malaysia have implemented blended learning due to positive
impact on its effectiveness as a learning approach [19]. In addition, [30] and [42], emphasized the
use of Blended Learning (BL) as a conduit for transforming existing pedagogy. Furthermore, some
author [1] and [32] argued that blended learning has proven to be the most effective learning system
by identified benefits and implementation in higher learning. However, [47] has argued that are still
limited number of studies that explore students’ acceptance of blended learning using Social Network
Site (SNS), which is one of most increasingly dominant modes for analyzing the execution of
acceptances among students. This shows blended learning was successfully implemented in higher
learning.

2.3 Readiness Towards Blended Learning

However, the readiness can be studied as analyzing the learner’s satisfaction and dissatisfaction
in Blended Learning Environments [37]. In addition, [43] stated his views on focusing the benefits and
challenges that students faced in adapting blended learning. However, previous studies show up
blended learning as the key to moving “thinking” towards inclusive learning approach that emphasize
the needs of all learners, regardless of a defined disability [11]. In conjunction with, [7] stated the
synergy to implement successful Blended Learning initiatives, not only to prepare students to satisfy
their personal learning needs but also to foster academic high-quality standards in educational
system. According to [25], the study shows the students with high task value, e- learning motivation,
and self-efficacy factors interested studying in blended learning environments. Therefore, it is
worthwhile to conduct a study to determine the extent to which influence factors that hinder
student’s readiness towards blended learning. In addition, when there is a positive belief, blended
learning plays an important role and enjoying as if number one rank [10] and [45].

3. Methodology
3.1 Research Design

The design of this study is descriptive. Researchers have chosen this design because want to know
what is happening and which is the phenomenon of the student’s readiness on blended learning. In
addition, researchers use survey methods to collect data because it is more appropriate and efficient
to conduct descriptive studies. Research using survey methods has also been chosen because it is
most popular among social scientists [5]. The data was obtained from the respondents using the
questionnaire as a research instrument. The researcher selected the study design as shown in table.

Table1 Methodology Strategies
Research Design Survey Questionaire

Research Design
Descriptive

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3.2 Research Population & Sample

The population of the study consist of 190 students from all courses from session June 2020. A
total of 123 questionnaires were distributed to the students from course the sampling procedure
used for the study was stratified random sampling. The stratification has been done based on the list
of courses and sample size. The sample is randomly selected within semester June 2020. Table 1
shows the sample of students by list of course and sample size.

Table 2

Sample of students by list of courses and sample size

List Of Course Population Sample
36
Information Technology (IT) 56 35
43
Building Maintenance 54 9
123
Fashion & Clothing 67

Design & Manufacture of Furniture 13

Total 190

3.3 Instrument of research

This research was conducted through a survey using online questionnaires (google form). In
addition, it is wisely used to collect detailed data, structured and standard. Questionaire prepared by
the researcher consists of a five point scale based on previous conceptual model and saveral authors.
The scaled respondent choices were : 1-strongly disagree, 2-disagree, 3=slightly agree, 4=agree
5=Strongly Agree.This survey questionaire has two part, Part A, Part B dan Part C. The instrument
was reviewed by Research and Innovation (R&I) officer.

Part A : Demographic of Responden
Part B: Level of students’ readiness and dominant factors of learning aspects that influence

influence their readiness for blended learning.
Part C: Suggestion on other factors that influence influence their readiness for

blended learning.

3.4 Reliability

A pilot study was conducted through the questionnaire to determine if there were any problems
with the questionnaire items. This is to ensure that the reliability of the questionnaire that is
constructed is high and more reliable than using a small number of selected samples. A good
reliability level is acceptable if the alpha value exceeds 0.6 [6]. For this study, the reliability value is
0.726.

Table 3 Reliability Assessment
Reliability Assessment of Alpha Values, a [14]
High, Good and Effective
Cronbach’s Alpha, a Very good
1 Acceptable
0.8

0.6-0.7

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3.5 Data Analysis

According to [33], descriptive test is used to describe the sample with frequency distribution,
mean, median and mode and measures variability such as range and standard deviation. Studies
conducted in decriptive and the data was analyzed using Statistical Package For Sosial Science (SPSS)
version 16.0. The findings are presented in the tables with calculation of mean score. Interpretation
of mean score shown in Table 4.

Table 4
Reliability Assessment of Alpha Values, a [34]

Mean Mean Value Interpreta Interpretation of mean score
1.00 – 2.33 Low
2.34 – 3.67
3.68 – 5.00 Moderate
High

4. Findings and Discussion
4.1 Findings
4.1.1 Demographic respondents

Section A contains the data on the respondents' gender, classes and courses. Results of this
demographic data have been reviewed to further strengthen the reliability of the data collected and
the results presented in Table 5. A total of 123 respondents of the study comprised men with a
percentage of 44.7%, while female respondents with a percentage 55.3%. For classes, 123
respondent’s, semester 1 were 37, semester 2 were 16 and semester 3 were 70. In addition, for
courses Information Technology (IT) were 36 (29.3%), Building Maintenance were 35 (28.5%),
Fashion and Clothing were 43 (35%), Design & Manufacture of Furniture were 9 (7.3%) comprised as
respondents.

Table 5
Demographic respondents

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4.1.2 Factors of learning aspects that influence influence their readiness for blended learning

The factors of learning aspects that influence influence their readiness for blended learning is
Learning Flexibility (mean value=3.4585, standard deviation =0. 51325) and online learning (mean
value=3.6525 and standard deviation= 0.47631), study management (mean value=3.5681 and
standard deviation= 0.65370), and Online Interactions (mean value=3.6190 and standard
deviation=0.47790) at Moderate level.

Table 7
Factors of learning aspects that influence influence their readiness for blended learning

Factors of learning aspects that Mean Stardard Interpretation
influence their readiness for Deviation Level
blended learning.

Learning Flexibility 3.4585 0. 51325 Moderate
Online Learning 3.6525 0.47631 Moderate
3.5681 0.65370 Moderate
Study Management 3.8797 0.62868
Technology 4.3916 0.52661 High
3.6190 0.47790 High
Classroom Learning Moderate
Online Interactions

However, technology (mean value=3.8797 and standard deviation=0.62868), classroom learning
(mean value=4.3916 and standard deviation=0.52661) which is at high level (Table 7). Research found
that students have a strong willingness to learn and ready to learn in a new way of technology used.
In addition, students wiling ready by learning in class with a passion to learn eventhought the
subjects.

4.1.3 Dominant factors of learning aspects that influence their readiness for blended learning

The aspect of technology and classroom learning which is high level. However, the Dominant
factors of learning aspects that influence their readiness for blended learning is Classroom Learning
(mean Value = 4.3916 and standard deviation =0.52661) shows that students more comfortable via
classroom learning yet realize that aspect of technology plays an important role compare to other
aspect of learning which is at moderate level.

Table 8
Dominant factors of learning aspects that influence their readiness for blended learning

Dominant factors of learning aspects that Mean Stardard Interpretation
influence their readiness for blended learning. Deviation Level

Technology 3.8797 0.62868 High
Classroom Learning 4.3916 0.52661 High

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4.1.4 Other factors that influence influence their readiness for blended learning

Table 9 indicates there are four other factors that influence students’ readiness which is,
Disclosure, Internet constraints, Time and Technology. Internet constraints factor influence as
highest percentage which is 48.8% and 60 respondents. However, other factors such as Technology
(16, 13.0%), Time (9, 7.3%), and Disclosure (8, 6.5%) influence the readiness level from 33
respondents. The lack of responses shows 30 respondents, 24.4% did not respond.

Table 9
Other factors of learning aspects that influence influence their readiness for
blended learning

Other factors influence their readiness for Frequency Percent
blended learning. (f) (%)

Disclosure 8 6.5
Internet constraints 60 48.8
9 7.3
Time 16 13.0
Technology 30 24.4
No Feedback 123 100.0

Total

4.2 Discussions

Currently, the blended learning is a new approach in educational system to adopt new paths to
enhance quality educational opportunities, which is combining classroom learning and online
learning for teachers and students [36]. In addition, in higher learning such as Polytechnic and
Community Colleges, blended learning plays an important role in enhancing teaching and learning
process during post covid’19 actively. Furthermore, new adapted way of learning is highly exciting
for teachers and students, where learning can take place anywhere and anytime [35]. Learning goals
can be achieved when students’ learning is supported by their readiness to handle. Students’
readiness can help them to adjust themselves better under difficult circumstances. This emphasized
that students who having more readiness had the greater results of learning, and those who were
not ready to do learning tasks faced difficulties in learning or felt frustrated [44]. However, the
student’s readiness is merely not an easy thing and was the research was study was conducted with
six learning aspects of factors, emphasized to test readiness level of students towards blended
learning.

As the findings indicates technology at high rate, was supported by several authors, that offers
internet access and mobile platforms for blended learning which is a key goal staff and students
provides a means to enhance quality teaching and learning [29] and [16]. On the other hand, the
Polytechnic and Community College under study is moving ahead with technology integration on the
assumption that classrooms are populated with millennial learners who are comfortable with the use
of technology [3]. Apart from technology, Classroom learning differs higher rate of mean form this
study, supported by previous studies [9] and [10]. Researcher identified that within the aspect of
learning aspects, class room is much easier and more comfortable for students apart from other
factors of learning.

In addition, research shown there are other factors of learning aspects that influence their
readiness for blended learning which is highly responded is Internet constraints. Furthermore,
previous studies shown that limited internet access is a major concern in implementing blended

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learning [15]. In addition, students have similar perspectives on dealing with slow internet
connection. To deal with no stable connection and students need to purchase data internet for attend
online class which is embedded in blended learning. However, the four learning aspects which is
moderate level, Online Learning, Study Management, Learning Flexibility and Online Interactions
should be considerate and improved for the successful implementation on blended learning. These
factors of learning aspects precisely lead to Individual Behaviour whereby students need to manage
themselves to involve in blended learning as previous studies by [21] shows positive impact on self-
pace and self-direct to strengthen blended learning.

5. Implications and Future Research

A few responses from head department of IT emphasized this due to lack of Internet Access, time
constraints, study management and to indicate readiness level at Moderate. Therefore, the
implications of the study is to give exposure to the lecturers, students, Department Of Polytechnic
and Community Colleges to take drastic measures to further increase student readiness in blended
learning by taking into account six aspects of learning aspects, dominant factors and other factors
that contribute as well as to qualify teaching and learning towards to 21st century skill. Furthermore,
this will enhance to blend the learning in Community Colleges leading IR 4.0 in higher learning. Future
recommendations of the research are to increase readiness level of blended learning among students
and should be integrated to develop a new paradigm in teaching and learning as students as
generation of Digital Learners for successful implementation on blended learning.

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