Digital Learning Orientation and Entrepreneurial Competencies in Graduates: Is Blended Learning Sustainable?
Abstract
:1. Introduction
2. Theoretical Background
2.1. Digitalization and Blended Learning
2.2. Digital Learning Orientation and Entrepreneurial Competencies
2.3. Blended Learning and the Development of Entrepreneurial Competencies
2.4. Digital Learning Orientation and Entrepreneurial Competencies in a Blended Learning Context
3. Methodology
3.1. Context and Data Collection
3.2. Measures
3.3. Descriptive Statistics
3.4. Statistical Examination and Hypothesis Testing
3.5. Measurement Model
3.6. Common Method Bias
3.7. Structural Model
3.7.1. Coefficient of Determination (R2)
3.7.2. Structural Equation Modeling
- H1: DLO positively impacts the development of ECs—Confirmed [path coefficient = 0.739; t-value = 11.034; p-value = 0.000; f2 = 0.488].
- H2: BL positively influences the development of ECs—Not Confirmed [path coefficient = 0.127; t-value = 6.723; p-value = 0.068; f2 = 0.354].
3.7.3. Moderator Analysis
- H1a: BL mediates the relation between DLO and the development of ECs. Confirmed [path coefficient = 0.369; t-value = 5.148; p-value = 0.003].
4. Results and Discussion
5. Conclusions
Limitations and Future Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Construct | Code | Items | Reference |
---|---|---|---|
Digital learning orientation | Digital literacy | [4,94,95] | |
DL1 | I am comfortable using computers, the internet, and other information and communication technologies for a variety of reasons. | ||
Connectedness | |||
DL2 | I feel like I am always connected to friends because of technologies such as cell phones and the internet. | ||
Multitasking | |||
DL3 | I am used to doing several tasks at the same time | ||
Experiential learning | |||
DL4 | I prefer to learn by exploring and trying things out myself. | ||
DL5 | I prefer to learn by doing rather than being told what to do. | ||
Structure and goal-orientedness | |||
DL6 | I prefer to get clear instructions and information before I try something new. | ||
DL7 | I have clear goals in life. | ||
Working in groups | |||
DL8 | I prefer to work in groups when doing my work. | ||
DL9 | I enjoy discussing ideas with peers. | ||
Social | |||
DL10 | I enjoy meeting new people. | ||
DL11 | I enjoy talking about myself to people I meet. | ||
Preference for images | |||
DL12 | I do not like reading a large amount of text. | ||
DL13 | I prefer images, videos and other multimedia elements over text. | ||
Community mindedness | |||
DL14 | I get involved in projects and activities that make a difference to society. | ||
DL15 | I believe that science and technology can resolve problems in society. | ||
Need for immediacy | |||
DL16 | I expect to be able to get information to answer my query quickly. | ||
DL17 | I rely on classmates and lecturers to respond to my questions within a few hours. | ||
Blended learning behaviour | Resources: accessibility and guidance | [97,98] | |
BL1 | I find the audiovisual online resources provided by the faculty crucial for my learning. | ||
BL2 | Accessibility to faculty lectures online enhances my independent learning. | ||
BL3 | Access to online material off-campus enables me to structure my independent learning. | ||
BL4 | I use faculty lecture material as a guide for what to learn. | ||
Resources: delivery of content | |||
BL5 | I actively seek online resources to prepare my learning materials before a learning activity (tutorial/lecture/department presentation). | ||
BL6 | I find external audiovisual online resources very important to my learning. | ||
BL7 | Flexibility to use a variety of online material motivates my independent learning. | ||
BL8 | I learn more efficiently when I am able to access online resources using different devices. | ||
BL9 | Specific external online resources are vital to my independent learning. | ||
BL10 | I often integrate a variety of faculty and external online resources to support my learning. | ||
Learning: social and contextual | |||
BL11 | I find small group work enhances my understanding about a particular concept. | ||
BL12 | I am able to consolidate my learning following a small group activity. | ||
BL13 | My study is stimulated by group discussions. | ||
BL14 | My study habits are influenced by my peers/social interaction. | ||
BL15 | I set up study goals that organise/structure my learning. | ||
Motivation: intrinsic and extrinsic | |||
BL16 | My use of study resources differs leading up to exams. | ||
BL17 | My motivation to study increases leading up to exams. | ||
BL18 | My study is influenced by the fact that I need to maintain my image (among peers/supervisors). | ||
BL19 | Some online resources are efficient because they are well summarized. | ||
Entrepreneurial competencies | Strategic competency | [99,100] | |
EC1 | I always monitor progress towards strategic goals. | ||
EC2 | I prioritize work in alignment with business goals. | ||
EC3 | I usually assess and link short-term, day-to-day tasks in the context of long-term direction. | ||
EC4 | I evaluate results against strategic goals. | ||
EC5 | I align current actions with strategic goals. | ||
Conceptual competency | |||
EC6 | I understand the broader business implications of ideas, issues, and observations. | ||
EC7 | I translate ideas, issues, and observations into the business context. | ||
EC8 | I take reasonable job-related risks. | ||
EC9 | I monitor progress towards objectives in risky actions. | ||
EC10 | I am well prepared in making decisions. | ||
EC11 | I remain proactive and responsive to changes. | ||
Opportunity competency | |||
EC12 | I seek high-quality business opportunities. | ||
EC13 | I take an idea or concept and make something out of it. | ||
EC14 | I scan the environment to explore opportunities. | ||
Learning competency | |||
EC15 | I learn proactively. | ||
EC16 | I learn as much as I can in my field. | ||
EC17 | I keep up to date in my field. | ||
EC18 | I apply learned skills and knowledge to actual practice. | ||
Personal competency | |||
EC19 | I maintain a positive attitude. | ||
EC20 | I prioritize tasks to manage my time. | ||
EC21 | I recognize and work on my own weaknesses. |
Variables | Mean | SD | Skewness | Kurtosis |
---|---|---|---|---|
ECs | 4.44 | 0.61 | 1.227 | 3.32 |
DLO | 4.03 | 0.83 | 2.068 | 3.98 |
BL | 4.38 | 1.32 | 1.193 | 3.55 |
Latent Variable | Indicator (Table 1) | Convergent Validity Loading > 0.70 | AVE > 0.50 | Internal Consistency Reliability Composite Reliability > 0.70 | Cronbach’s Alpha > 0.70 | Discriminant Validity HTMT |
---|---|---|---|---|---|---|
DLO | DL1 | 0.737 | 0.728 | 0.706 | 0.885 | <1 |
DL2 | 0.721 | |||||
DL3 | 0.858 | |||||
DL5 | 0.919 | |||||
DL6 | 0.937 | |||||
DL8 | 0.709 | |||||
DL9 | 0.880 | |||||
DL10 | 0.725 | |||||
DL13 | 0.901 | |||||
DL14 | 0.876 | |||||
DL15 | 0.842 | |||||
DL16 | 0.836 | |||||
DL17 | 0.776 | |||||
BL | BL1 | 0.721 | 0.664 | 0.775 | 0.798 | <1 |
BL3 | 0.974 | |||||
BL4 | 0.850 | |||||
BL5 | 0.891 | |||||
BL8 | 0.790 | |||||
BL9 | 0.762 | |||||
BL10 | 0.785 | |||||
BL11 | 0.871 | |||||
BL13 | 0.767 | |||||
BL14 | 0.920 | |||||
BL15 | 0.842 | |||||
BL16 | 0.971 | |||||
BL18 | 0.945 | |||||
BL19 | 0.864 | |||||
EC | EC1 | 0.923 | 0.701 | 0.825 | 0.733 | <1 |
EC2 | 0.886 | |||||
EC3 | 0.958 | |||||
EC4 | 0.718 | |||||
EC6 | 0.821 | |||||
EC7 | 0.725 | |||||
EC8 | 0.853 | |||||
EC10 | 0.707 | |||||
EC11 | 0.962 | |||||
EC13 | 0.786 | |||||
EC14 | 0.826 | |||||
EC15 | 0.854 | |||||
EC17 | 0.915 | |||||
EC18 | 0.841 | |||||
EC19 | 0.848 | |||||
EC20 | 0.961 |
Construct | ECs | DLO | BL |
---|---|---|---|
ECs | 0.696 | ||
DLO | 0.222 | 0.742 | |
BL | 0.609 | 0.466 | 0.772 |
Variables | R-Squared | R-Squared Adjusted |
---|---|---|
ECs | 0.518 | 0.513 |
Path Coef. | t-Value | p-Value | F2 | Hypotheses | |
---|---|---|---|---|---|
DLO → ECs | 0.739 | 11.034 | 0.000 | 0.488 | Supported |
BL → ECs | 0.127 | 6.723 | 0.068 | 0.354 | Not Supported |
Hypothesis | Relationship | SD | t-Value | Path Coeff. | p-Value | Decision |
---|---|---|---|---|---|---|
H1a | DLO ∗ BL → ECs | 0.087 | 5.148 | 0.369 | 0.003 | Supported |
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© 2024 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
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Satar, M.S.; Alharthi, S.; Omeish, F.; Alshibani, S.M.; Saqib, N. Digital Learning Orientation and Entrepreneurial Competencies in Graduates: Is Blended Learning Sustainable? Sustainability 2024, 16, 7794. https://doi.org/10.3390/su16177794
Satar MS, Alharthi S, Omeish F, Alshibani SM, Saqib N. Digital Learning Orientation and Entrepreneurial Competencies in Graduates: Is Blended Learning Sustainable? Sustainability. 2024; 16(17):7794. https://doi.org/10.3390/su16177794
Chicago/Turabian StyleSatar, Mir Shahid, Sager Alharthi, Fandi Omeish, Safiya Mukhtar Alshibani, and Natasha Saqib. 2024. "Digital Learning Orientation and Entrepreneurial Competencies in Graduates: Is Blended Learning Sustainable?" Sustainability 16, no. 17: 7794. https://doi.org/10.3390/su16177794