Instructional design with ADDIE and rapid prototyping for blended learning: validation and its acceptance in the context of TVET Bangladesh.

Following COVID-19, the global educational landscape shifted dramatically. Almost every educational institute in Bangladesh undertook a strategic move to begin offering online or blended learning courses to mitigate the challenges created by the pandemic. The TVET sector, particularly the polytechnic institute of Bangladesh, endeavored to explore the blended learning approach as an immediate and long-term solution to address the educational dislocation caused by the pandemic. This study attempts to conceptualize a pedagogical design based on the ADDIE and rapid prototyping model to make a reliable and robust instructional design to be used in the blended learning context. A content validity index (CVI) was used to validate the proposed model; a technology acceptance model (TAM) was employed to examine its acceptability to students; and finally, students' academic performances were analysed to evaluate the overall performance of the proposed instructional design. The findings reveal that the proposed instructional design can be a reliable and valid pedagogical approach to be implemented in the blended learning context for polytechnic students. The proposed instructional design may help TVET educators and course designers to create a robust blended learning environment in the TVET sector and in other similar disciplines, such as science and engineering education.

Exploring dimensions of blended learning readiness: Validation of scale and assessing blended learning readiness in the context of TVET Bangladesh.

In collaboration with Technical and Vocational Education and Training educators and academic librarians, this study attempts to develop and validate a blended learning readiness scale for Bangladeshi TVET students. This study also attempts to investigate the reliability of this validated scale by measuring six blended learning readiness dimensions. In this research, the Content Validity Index, Exploratory Factor Analysis, and Confirmatory Factor Analysis were used to establish the construct validity of the blended learning readiness scale. Questionnaires were circulated to the students of six Institutes of Marine Technology (N = 235) who went for a blended learning session for an entire semester. This study's result suggests a strong positive association between Bangladeshi polytechnic students' preparedness for blended learning and attitudes toward online learning, openness to new technology, and attitudes toward the face-to-face classroom. In contrast, significant negative correlations were found between blended learning readiness and basic skills in using technology, learning flexibility, and study management. This study also implied that gender and previous academic achievement is not strong predictor of measuring blended learning readiness in Bangladeshi Technical and Vocational Education and Training context. This blended learning readiness scale would help course designers, educators, librarians, and policymakers of Bangladesh to improve the quality of the blended learning environment by addressing the students' concerns about various blended learning components.