Reliability and construct validation of the Blended Learning Usability Evaluation-Questionnaire with...

Area of Science:

• Health Professions Education
• Educational Technology
• Program Evaluation

Background:

• Blended learning is increasingly used in professional development.
• Evaluating the usability of these programs is crucial for effectiveness.
• Existing tools may not fully capture the nuances of blended learning environments.

Purpose of the Study:

• To establish the reliability and construct validity of the Blended Learning Usability Evaluation-Questionnaire (BLUE-Q).
• To provide evidence for BLUE-Q's utility in assessing blended learning programs for interprofessional clinicians.

Main Methods:

• Forty interprofessional clinicians completed the BLUE-Q after a blended learning program.
• Cronbach's alpha was used to assess reliability for BLUE-Q sections and the total scale.
• Construct validity was evaluated using the Grand-Guillaume-Perrenoud et al. framework (congruence, convergence, credibility).
• Descriptive statistics and qualitative comment analysis were performed.

Main Results:

• Cronbach's alpha values ranged from 0.85 to 0.96, indicating high reliability.
• High mean ratings were observed across pedagogical usability, synchronous, and asynchronous components.
• Qualitative data supported construct validity, with 88% congruent and 79% convergent responses.
• Analysis of comments yielded 5 categories for program improvement.

Conclusions:

• The BLUE-Q is a reliable and valid instrument for evaluating blended learning programs.
• It serves as a valuable tool for program evaluation, quality improvement, and research in health professions education.
• Findings support the use of BLUE-Q in diverse interprofessional learning contexts.