ATTITUDE AS MEDIATOR OF TECHNICAL USAGE SELF-EFFICACY, ONLINE COMMUNICATION SELF-EFFICACY, TECHNOLOGY ACCESS AND ONLINE MEDIA ON THE BLENDED LEARNING READINESS

Abstract

Blended learning is an essential approach in the 21^st century by combining face to face classroom teaching with online learning.  Therefore, Higher Education Institutions (HEIs) should provide adequate resources, conducive environment and culture to support the blended learning readiness among their students. Attitude is an important variable in meeting the readiness and HEIs can achieve much more through attitude than through other variables. In this paper, with a sample of 305 students of SPACE UTM, the researchers use a model to show that the technology access, technical usage self- efficacy, online communication self-efficacy and online media affect not only on blended learning readiness, but also to their attitude. Furthermore, this study confirms that the presence of attitude as a mediator between the technology access, technical usage self- efficacy, online communication self-efficacy and online media and leads to increased blended learning readiness among students. However, the findings suggest that the increase of the technology access does not increase their attitude directly, but affect positively to blended learning readiness. This conclusion provides insightful implications for online learning practice in HEIs.   The findings indicated that while HEIs should invest in advanced technology facilities, greater emphasis on the 21^st learning skills would strengthen influence students’ thinking and attitude in order to position the blended learning as their new way of learning.