735_Facilitating Blended Learning (Mixed Mode) Research on First-year University Students

A project conducted by CLEAR - The Centre for Learning Enhancement And Research

Dear First-year University Students,

Welcome to CUHK! Smooth transitioning to tertiary education is what we want our students to experience at CUHK. This process could be affected by various factors, including environmental, teaching and institutional aspects, as well as learning pedagogies and peer support. Currently, we are facing an unprecedented challenge with the COVID-19 pandemic that brings drastic impact on teaching and learning. Freshmen have the most difficult time during this critical period. Currently, blended learning strategies (mixing both face-to-face classroom teaching and online learning mode) are adopted widely at CUHK. If you are a first-year university undergraduate student, this survey is for you to share your opinions and comments for what you have experienced in this year.

Objective
The main objective of this project is to address the specific issues faced by freshmen in this blended teaching mode and learning environment.

Aims:
1. To raise awareness of teachers for freshmen in the areas of blended learning support.
2. To investigate the difficulties and barriers which teachers are experiencing with freshmen.
3. To investigate the psychological barriers of students to get used to changes brought by learning mode.

Methodologies:
(1) The validated model of community of inquiry instrument (created by D. Randy Garrison 2010a , 2010b and J.B. Arbaugh, 2008) will be used to measure the year-one students' perception of the effectiveness of the blended teaching and learning at CUHK in the following 3 aspects:(i) Teaching Presence; (ii) Social Presence and (iii) Cognitive Presence.
(2) We would adopt the validated TWHAS survey /sub-scales created by Sanagavarapu, Abraham & Taylor (2019), Western Sydney University School of Education Project Team to collect the data related to (i) personal, socio-emotional, and academic challenges; (ii) moods and coping and (iii) socio-demographic and psychological barriers from 3000 year one students in CUHK.

The following measurements of students’ outcomes will be collected regarding:
• Academic matters: Students’ experiences in blended learning and assessment.
• Feedback practices: Difficulties and barriers that freshmen are facing in seeking help and getting feedback from teachers and peers.
• Engagement with academic staff: Any additional support from their academic staff.

Your responses will be useful in helping us to understand how first-year students adapt to online learning and the psychological barriers and transitional adjustments year one students have faced in blended learning. The survey is expected to take no more than 15 minutes and your participation is voluntary. You may withdraw from this survey at any time. If you agree to participate in this survey, please respond to the questions below and click the “Submit” button to send your responses.

If you have questions at any time about the study or the procedures, you may contact Professor Vivian Lee at 3943-8012 or email to vivianlee@cuhk.edu.hk for more information.

Best regards
Vivian WY LEE
Associate Professor
Centre for Learning Enhancement And Research
How do you know about this survey? If you are invited by a STUDENT HELPER to complete this survey, please fill in his or her student ID or name (for internal follow-up use). (Or write down the sources you get to know this survey e.g. Faculty mass mail).
This questionnaire is ONLY for the freshmen studying in CUHK.
Are you a current year one full-time undergraduate student studying at CUHK?

This questionnaire is ONLY for the freshmen studying in CUHK.
Are you a current year one full-time undergraduate student studying at CUHK? 1. I belong to the 2020-2021 First Year Cohort. 2. I belong to the 2021-2022 First Year Cohort.
General Information
Q1. Student ID
Q2. Age

Q2. Age 1. 17 or below 2. 18-21 3. 22-25 4. 26 or above
Q3. Gender

Q3. Gender 1. Male 2. Female 3. Unspecified
Q4. Which faculty are you from?

Q4. Which faculty are you from? 1. Arts 2. Business Administration 3. Education 4. Engineering 5. Law 6. Medicine 7. Science 8. Social Science
Q5. Are you a member of any of the following colleges?

Q5. Are you a member of any of the following colleges? 1. Chung Chi College 2. New Asia College 3. United College 4. Shaw College 5. Morningside College 6. S. H. Ho College 7. CW Chu College 8. Wu Yee Sun College 9. Lee Woo Sing College 10. Not joining any College
Q6. Race

Q6. Race 1. Chinese 2. Southeast/South Asian 3. Korean 4. Japanese 5. European 6. American 7. Canadian 8. African 9. Others (Please specify) 9. Others (Please specify)
Q7. Place of Birth

Q7. Place of Birth 1. Hong Kong 2. Mainland China 3. Southeast/South Asia 4. Korea 5. Japan 6. Europe 7. USA 8. Canada 9. Africa 10. Others (Please specify) 10. Others (Please specify)
Q8. My family support my financial needs in university education

Q8. My family support my financial needs in university education 1. Yes 2. No
Q9. Do you need to work for a part-time job to support your financial needs?

Q9. Do you need to work for a part-time job to support your financial needs? 1. Yes 2. No
Q10. Did you have any prior enrolment or experience with online learning? (Without any face-to-face element)

Q10. Did you have any prior enrolment or experience with online learning? (Without any face-to-face element) 1. No 2. Yes, ( I have taken 1 to 3 online courses prior to this study) 3. Yes, ( I have taken 4 or more online courses prior to this study)
Q11. Did you have any prior enrolment or experience with blended learning? (With both online and face-to-face elements)

Q11. Did you have any prior enrolment or experience with blended learning? (With both online and face-to-face elements) 1. No 2. Yes, ( I have taken 1 to 3 blended courses prior to this study) 3. Yes, ( I have taken 4 or more blended courses prior to this study)
Q12. On average, how many percentages of in-class hours are replaced by interactive online blended learning in your courses?

Q12. On average, how many percentages of in-class hours are replaced by interactive online blended learning in your courses? 1. 10-30% 2. 31-50% 3. 51-70% 4. 71-80% 5. 81-90%
Q13. University GPA (last semester) (*expected GPA if you still did not get your GPA)

Q13. University GPA (last semester) (*expected GPA if you still did not get your GPA) 1. (1.00-1.50) 2. (1.51-2.00) 3. (2.01-2.50) 4. (2.51-3.00) 5. (3.01-3.50) 6. (3.51-4.00)
Part One: Investigation About the Blended Learning Situation for Current Year One Students at CUHK. (Blended learning is a type of teaching method with the combination of online learning with face-to-face learning).
1. Can you identify and write down a face-to-face course that transitioned to Online Blended Learning successfully? (Can be more than one)(please write down the course code in this format ACCT 1111 (e.g. You can write down NIL if you did not attend any blended course). "Blended" means mixed mode.

2. Did you attend courses adopting blended learning in your year one study? (Blended learning refers to "having both online and face-to-face lessons in a course")

1=never
2=seldom
3=sometimes
4=often
5=all the time
	1	2	3	4	5
1. Blended Learning in Lectures	1. Blended Learning in Lectures1	1. Blended Learning in Lectures2	1. Blended Learning in Lectures3	1. Blended Learning in Lectures4	1. Blended Learning in Lectures5
2. Blended Learning in Tutorials	2. Blended Learning in Tutorials1	2. Blended Learning in Tutorials2	2. Blended Learning in Tutorials3	2. Blended Learning in Tutorials4	2. Blended Learning in Tutorials5
3. Blended Learning in Laboratory	3. Blended Learning in Laboratory1	3. Blended Learning in Laboratory2	3. Blended Learning in Laboratory3	3. Blended Learning in Laboratory4	3. Blended Learning in Laboratory5
4. Blended Learning in Practicum	4. Blended Learning in Practicum1	4. Blended Learning in Practicum2	4. Blended Learning in Practicum3	4. Blended Learning in Practicum4	4. Blended Learning in Practicum5
5. Blended Learning in Informal Learning (e.g. Service Learning)	5. Blended Learning in Informal Learning (e.g. Service Learning)1	5. Blended Learning in Informal Learning (e.g. Service Learning)2	5. Blended Learning in Informal Learning (e.g. Service Learning)3	5. Blended Learning in Informal Learning (e.g. Service Learning)4	5. Blended Learning in Informal Learning (e.g. Service Learning)5

3. Do you agree that it is important to have the following arrangements in your online blended lessons?

1=strongly agree
2=agree
3=neutral
4=disagree
5=strongly disagree
	1	2	3	4	5
1. Able to participate in online discussion groups.	1. Able to participate in online discussion groups.1	1. Able to participate in online discussion groups.2	1. Able to participate in online discussion groups.3	1. Able to participate in online discussion groups.4	1. Able to participate in online discussion groups.5
2. Able to use Google Document for collaborative work.	2. Able to use Google Document for collaborative work.1	2. Able to use Google Document for collaborative work.2	2. Able to use Google Document for collaborative work.3	2. Able to use Google Document for collaborative work.4	2. Able to use Google Document for collaborative work.5
3. Able to get the teachers' course content, weekly PPT, notes, announcements and assignments in the Blackboard site.	3. Able to get the teachers' course content, weekly PPT, notes, announcements and assignments in the Blackboard site.1	3. Able to get the teachers' course content, weekly PPT, notes, announcements and assignments in the Blackboard site.2	3. Able to get the teachers' course content, weekly PPT, notes, announcements and assignments in the Blackboard site.3	3. Able to get the teachers' course content, weekly PPT, notes, announcements and assignments in the Blackboard site.4	3. Able to get the teachers' course content, weekly PPT, notes, announcements and assignments in the Blackboard site.5
4. Able to get the video recording of each lecture.	4. Able to get the video recording of each lecture.1	4. Able to get the video recording of each lecture.2	4. Able to get the video recording of each lecture.3	4. Able to get the video recording of each lecture.4	4. Able to get the video recording of each lecture.5
5. Able to meet the teachers in a face-to-face meeting at the beginning of the course.	5. Able to meet the teachers in a face-to-face meeting at the beginning of the course.1	5. Able to meet the teachers in a face-to-face meeting at the beginning of the course.2	5. Able to meet the teachers in a face-to-face meeting at the beginning of the course.3	5. Able to meet the teachers in a face-to-face meeting at the beginning of the course.4	5. Able to meet the teachers in a face-to-face meeting at the beginning of the course.5
6. Able to communicate with the course teachers in a weekly or bi-weekly synchronous meeting.	6. Able to communicate with the course teachers in a weekly or bi-weekly synchronous meeting.1	6. Able to communicate with the course teachers in a weekly or bi-weekly synchronous meeting.2	6. Able to communicate with the course teachers in a weekly or bi-weekly synchronous meeting.3	6. Able to communicate with the course teachers in a weekly or bi-weekly synchronous meeting.4	6. Able to communicate with the course teachers in a weekly or bi-weekly synchronous meeting.5

4. What do you feel are the challenges for the adoption of blended teaching and learning in CUHK? (Tick all that apply)

4. What do you feel are the challenges for the adoption of blended teaching and learning in CUHK? (Tick all that apply) 1. Staff training and confidence 2. Accreditation of online courses 3. Staff/faculty perceptions of quality of online course 4. Costs of devices 5. Costs of internet connection 6. Subject requires specialist equipment/laboratories 7. Subject requires learning manual techniques 8. Data protection/privacy concerns 9. Accessibility for students 10. Students' perceptions of quality 11. Student engagement 12. Professional bodies discourage it (or actively mandate against it) 13. Difficulties in communication with teachers 14. Difficulties in communication with classmates 15. Have feeling of completely not learning anything
Part TWO: Measurement of the effectiveness of Blended Learning from students' perspectives using the validated 34 item scales from the CoI (The Community of Inquiry framework).

The Community of Inquiry (CoI) framework developed by Garrison, Anderson, and Archer (2000) is a cooperating model of online and blended learning process and the online learning experience is seen by the CoI framework as a result of the interaction between three core elements: teaching presence, social presence, and cognitive presence.

In your blended learning journey, do you agree with the following statements? (Please focus on at least one blended learning course(s) that you have attended recently).

1=strongly agree
2=agree
3=neutral
4=disagree
5=strongly disagree
	1	2	3	4	5
1. The instructor clearly communicated important course topics.	1. The instructor clearly communicated important course topics.1	1. The instructor clearly communicated important course topics.2	1. The instructor clearly communicated important course topics.3	1. The instructor clearly communicated important course topics.4	1. The instructor clearly communicated important course topics.5
2. The instructor clearly communicated important course goals.	2. The instructor clearly communicated important course goals.1	2. The instructor clearly communicated important course goals.2	2. The instructor clearly communicated important course goals.3	2. The instructor clearly communicated important course goals.4	2. The instructor clearly communicated important course goals.5
3. The instructor provided clear instructions on how to participate in course learning activities.	3. The instructor provided clear instructions on how to participate in course learning activities.1	3. The instructor provided clear instructions on how to participate in course learning activities.2	3. The instructor provided clear instructions on how to participate in course learning activities.3	3. The instructor provided clear instructions on how to participate in course learning activities.4	3. The instructor provided clear instructions on how to participate in course learning activities.5
4. The instructor clearly communicated important due dates/time frames for learning activities.	4. The instructor clearly communicated important due dates/time frames for learning activities.1	4. The instructor clearly communicated important due dates/time frames for learning activities.2	4. The instructor clearly communicated important due dates/time frames for learning activities.3	4. The instructor clearly communicated important due dates/time frames for learning activities.4	4. The instructor clearly communicated important due dates/time frames for learning activities.5
5. The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.	5. The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.1	5. The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.2	5. The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.3	5. The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.4	5. The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn.5
6. The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.	6. The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.1	6. The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.2	6. The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.3	6. The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.4	6. The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking.5
7. The instructor helped to keep course participants engaged and participating in productive dialogue.	7. The instructor helped to keep course participants engaged and participating in productive dialogue.1	7. The instructor helped to keep course participants engaged and participating in productive dialogue.2	7. The instructor helped to keep course participants engaged and participating in productive dialogue.3	7. The instructor helped to keep course participants engaged and participating in productive dialogue.4	7. The instructor helped to keep course participants engaged and participating in productive dialogue.5
8. The instructor helped keep the course participants on task in a way that helped me to learn.	8. The instructor helped keep the course participants on task in a way that helped me to learn.1	8. The instructor helped keep the course participants on task in a way that helped me to learn.2	8. The instructor helped keep the course participants on task in a way that helped me to learn.3	8. The instructor helped keep the course participants on task in a way that helped me to learn.4	8. The instructor helped keep the course participants on task in a way that helped me to learn.5
9. The instructor encouraged course participants to explore new concepts in this course.	9. The instructor encouraged course participants to explore new concepts in this course.1	9. The instructor encouraged course participants to explore new concepts in this course.2	9. The instructor encouraged course participants to explore new concepts in this course.3	9. The instructor encouraged course participants to explore new concepts in this course.4	9. The instructor encouraged course participants to explore new concepts in this course.5
10. Instructor actions reinforced the development of a sense of community among course participants.	10. Instructor actions reinforced the development of a sense of community among course participants.1	10. Instructor actions reinforced the development of a sense of community among course participants.2	10. Instructor actions reinforced the development of a sense of community among course participants.3	10. Instructor actions reinforced the development of a sense of community among course participants.4	10. Instructor actions reinforced the development of a sense of community among course participants.5
11. The instructor helped to focus discussion on relevant issues in a way that helped me to learn.	11. The instructor helped to focus discussion on relevant issues in a way that helped me to learn.1	11. The instructor helped to focus discussion on relevant issues in a way that helped me to learn.2	11. The instructor helped to focus discussion on relevant issues in a way that helped me to learn.3	11. The instructor helped to focus discussion on relevant issues in a way that helped me to learn.4	11. The instructor helped to focus discussion on relevant issues in a way that helped me to learn.5
12. The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course's goals and objectives.	12. The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course's goals and objectives.1	12. The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course's goals and objectives.2	12. The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course's goals and objectives.3	12. The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course's goals and objectives.4	12. The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course's goals and objectives.5
13. The instructor provided feedback in a timely fashion.	13. The instructor provided feedback in a timely fashion.1	13. The instructor provided feedback in a timely fashion.2	13. The instructor provided feedback in a timely fashion.3	13. The instructor provided feedback in a timely fashion.4	13. The instructor provided feedback in a timely fashion.5
14. Getting to know other course participants gave me a sense of belonging in the course.	14. Getting to know other course participants gave me a sense of belonging in the course.1	14. Getting to know other course participants gave me a sense of belonging in the course.2	14. Getting to know other course participants gave me a sense of belonging in the course.3	14. Getting to know other course participants gave me a sense of belonging in the course.4	14. Getting to know other course participants gave me a sense of belonging in the course.5
15. I was able to form distinct impressions of some course participants.	15. I was able to form distinct impressions of some course participants.1	15. I was able to form distinct impressions of some course participants.2	15. I was able to form distinct impressions of some course participants.3	15. I was able to form distinct impressions of some course participants.4	15. I was able to form distinct impressions of some course participants.5
16. Online or web-based communication is an excellent medium for social interaction.	16. Online or web-based communication is an excellent medium for social interaction.1	16. Online or web-based communication is an excellent medium for social interaction.2	16. Online or web-based communication is an excellent medium for social interaction.3	16. Online or web-based communication is an excellent medium for social interaction.4	16. Online or web-based communication is an excellent medium for social interaction.5
17. I felt comfortable conversing through the online medium.	17. I felt comfortable conversing through the online medium.1	17. I felt comfortable conversing through the online medium.2	17. I felt comfortable conversing through the online medium.3	17. I felt comfortable conversing through the online medium.4	17. I felt comfortable conversing through the online medium.5
18. I felt comfortable participating in the course discussions.	18. I felt comfortable participating in the course discussions.1	18. I felt comfortable participating in the course discussions.2	18. I felt comfortable participating in the course discussions.3	18. I felt comfortable participating in the course discussions.4	18. I felt comfortable participating in the course discussions.5
19. I felt comfortable interacting with other course participants.	19. I felt comfortable interacting with other course participants.1	19. I felt comfortable interacting with other course participants.2	19. I felt comfortable interacting with other course participants.3	19. I felt comfortable interacting with other course participants.4	19. I felt comfortable interacting with other course participants.5
20. I felt comfortable disagreeing with other course participants while still maintaining a sense of trust.	20. I felt comfortable disagreeing with other course participants while still maintaining a sense of trust.1	20. I felt comfortable disagreeing with other course participants while still maintaining a sense of trust.2	20. I felt comfortable disagreeing with other course participants while still maintaining a sense of trust.3	20. I felt comfortable disagreeing with other course participants while still maintaining a sense of trust.4	20. I felt comfortable disagreeing with other course participants while still maintaining a sense of trust.5
21. I felt that my point of view was acknowledged by other course participants.	21. I felt that my point of view was acknowledged by other course participants.1	21. I felt that my point of view was acknowledged by other course participants.2	21. I felt that my point of view was acknowledged by other course participants.3	21. I felt that my point of view was acknowledged by other course participants.4	21. I felt that my point of view was acknowledged by other course participants.5
22. Online discussions help me to develop a sense of collaboration.	22. Online discussions help me to develop a sense of collaboration.1	22. Online discussions help me to develop a sense of collaboration.2	22. Online discussions help me to develop a sense of collaboration.3	22. Online discussions help me to develop a sense of collaboration.4	22. Online discussions help me to develop a sense of collaboration.5
23. Problems posed increased my interest in course issues.	23. Problems posed increased my interest in course issues.1	23. Problems posed increased my interest in course issues.2	23. Problems posed increased my interest in course issues.3	23. Problems posed increased my interest in course issues.4	23. Problems posed increased my interest in course issues.5
24. Course activities piqued my curiosity.	24. Course activities piqued my curiosity.1	24. Course activities piqued my curiosity.2	24. Course activities piqued my curiosity.3	24. Course activities piqued my curiosity.4	24. Course activities piqued my curiosity.5
25. I felt motivated to explore content related questions.	25. I felt motivated to explore content related questions.1	25. I felt motivated to explore content related questions.2	25. I felt motivated to explore content related questions.3	25. I felt motivated to explore content related questions.4	25. I felt motivated to explore content related questions.5
26. I utilized a variety of information sources to explore problems posed in this course.	26. I utilized a variety of information sources to explore problems posed in this course.1	26. I utilized a variety of information sources to explore problems posed in this course.2	26. I utilized a variety of information sources to explore problems posed in this course.3	26. I utilized a variety of information sources to explore problems posed in this course.4	26. I utilized a variety of information sources to explore problems posed in this course.5
27. Brainstorming and finding relevant information helped me resolve content related questions.	27. Brainstorming and finding relevant information helped me resolve content related questions.1	27. Brainstorming and finding relevant information helped me resolve content related questions.2	27. Brainstorming and finding relevant information helped me resolve content related questions.3	27. Brainstorming and finding relevant information helped me resolve content related questions.4	27. Brainstorming and finding relevant information helped me resolve content related questions.5
28. Online discussions were valuable in helping me appreciate different perspectives.	28. Online discussions were valuable in helping me appreciate different perspectives.1	28. Online discussions were valuable in helping me appreciate different perspectives.2	28. Online discussions were valuable in helping me appreciate different perspectives.3	28. Online discussions were valuable in helping me appreciate different perspectives.4	28. Online discussions were valuable in helping me appreciate different perspectives.5
29. Combining new information helped me answer questions raised in course activities.	29. Combining new information helped me answer questions raised in course activities.1	29. Combining new information helped me answer questions raised in course activities.2	29. Combining new information helped me answer questions raised in course activities.3	29. Combining new information helped me answer questions raised in course activities.4	29. Combining new information helped me answer questions raised in course activities.5
30. Learning activities helped me construct explanations/solutions.	30. Learning activities helped me construct explanations/solutions.1	30. Learning activities helped me construct explanations/solutions.2	30. Learning activities helped me construct explanations/solutions.3	30. Learning activities helped me construct explanations/solutions.4	30. Learning activities helped me construct explanations/solutions.5
31. Reflection on course content and discussions helped me understand fundamental concepts in this class.	31. Reflection on course content and discussions helped me understand fundamental concepts in this class.1	31. Reflection on course content and discussions helped me understand fundamental concepts in this class.2	31. Reflection on course content and discussions helped me understand fundamental concepts in this class.3	31. Reflection on course content and discussions helped me understand fundamental concepts in this class.4	31. Reflection on course content and discussions helped me understand fundamental concepts in this class.5
32. I can describe ways to test and apply the knowledge created in this course.	32. I can describe ways to test and apply the knowledge created in this course.1	32. I can describe ways to test and apply the knowledge created in this course.2	32. I can describe ways to test and apply the knowledge created in this course.3	32. I can describe ways to test and apply the knowledge created in this course.4	32. I can describe ways to test and apply the knowledge created in this course.5
33. I have developed solutions to course problems that can be applied in practice.	33. I have developed solutions to course problems that can be applied in practice.1	33. I have developed solutions to course problems that can be applied in practice.2	33. I have developed solutions to course problems that can be applied in practice.3	33. I have developed solutions to course problems that can be applied in practice.4	33. I have developed solutions to course problems that can be applied in practice.5
34. I can apply the knowledge created in this course to my work or other non-class related activities.	34. I can apply the knowledge created in this course to my work or other non-class related activities.1	34. I can apply the knowledge created in this course to my work or other non-class related activities.2	34. I can apply the knowledge created in this course to my work or other non-class related activities.3	34. I can apply the knowledge created in this course to my work or other non-class related activities.4	34. I can apply the knowledge created in this course to my work or other non-class related activities.5

PART THREE: What are the impacts of blended learning on
Year One Students' (1) PERSONAL, SOCIO-EMOTIONAL AND ACADEMIC CHALLENGES;
(2) MOOD and COPING and (3) PSYCHOLOGICAL AND SOCIO-DEMOGRAPHIC BARRIERS:

Source: TWHAS Scale: Transition, Wellbeing, Help-seeking, and Adjustments Scale are created by Sanagavarapu, Abraham & Taylor (2019). Copyright © 2019 Western Sydney University School of Education Project Team.

Revision made to the validated TWHAS Scale: We have adjusted the questions from “Since starting at this university, how easy or difficult it was for you to" into
“Since the adoption of blended learning at this university”, how easy or difficult it was for you to”

A. Personal challenges:
Since the adoption of blended learning at this university, how easy or difficult it was for you to:

1=very easy
2=easy
3=neutral
4=difficult
5=very difficult
	1	2	3	4	5
1. Balance family commitments with studies	1. Balance family commitments with studies1	1. Balance family commitments with studies2	1. Balance family commitments with studies3	1. Balance family commitments with studies4	1. Balance family commitments with studies5
2. Balance work commitments with studies	2. Balance work commitments with studies1	2. Balance work commitments with studies2	2. Balance work commitments with studies3	2. Balance work commitments with studies4	2. Balance work commitments with studies5
3. Balance financial commitments with studies	3. Balance financial commitments with studies1	3. Balance financial commitments with studies2	3. Balance financial commitments with studies3	3. Balance financial commitments with studies4	3. Balance financial commitments with studies5
4. Find time to exercise	4. Find time to exercise1	4. Find time to exercise2	4. Find time to exercise3	4. Find time to exercise4	4. Find time to exercise5
5. Travel to university	5. Travel to university1	5. Travel to university2	5. Travel to university3	5. Travel to university4	5. Travel to university5

B. Socio-emotional challenges:
Since the adoption of blended learning at this university, how easy or difficult it was for you to:

1=very easy
2=easy
3=neutral
4=difficult
5=very difficult
	1	2	3	4	5
6. Find a place to live	6. Find a place to live1	6. Find a place to live2	6. Find a place to live3	6. Find a place to live4	6. Find a place to live5
7. Participate in a social club in university	7. Participate in a social club in university1	7. Participate in a social club in university2	7. Participate in a social club in university3	7. Participate in a social club in university4	7. Participate in a social club in university5
8. Make friends with people from similar backgrounds on your campus	8. Make friends with people from similar backgrounds on your campus1	8. Make friends with people from similar backgrounds on your campus2	8. Make friends with people from similar backgrounds on your campus3	8. Make friends with people from similar backgrounds on your campus4	8. Make friends with people from similar backgrounds on your campus5
9. Make friends with people from different backgrounds on your campus	9. Make friends with people from different backgrounds on your campus1	9. Make friends with people from different backgrounds on your campus2	9. Make friends with people from different backgrounds on your campus3	9. Make friends with people from different backgrounds on your campus4	9. Make friends with people from different backgrounds on your campus5
10. Meet up with friends known through the ZOOM lessons	10. Meet up with friends known through the ZOOM lessons1	10. Meet up with friends known through the ZOOM lessons2	10. Meet up with friends known through the ZOOM lessons3	10. Meet up with friends known through the ZOOM lessons4	10. Meet up with friends known through the ZOOM lessons5

C. Academic challenges:
Since the adoption of blended learning at this university, how easy or difficult it was for you to:

1=very easy
2=easy
3=neutral
4=difficult
5=very difficult
	1	2	3	4	5
11. Participate in online study and discussion	11. Participate in online study and discussion1	11. Participate in online study and discussion2	11. Participate in online study and discussion3	11. Participate in online study and discussion4	11. Participate in online study and discussion5
12. Feel respected by peers and other staff	12. Feel respected by peers and other staff1	12. Feel respected by peers and other staff2	12. Feel respected by peers and other staff3	12. Feel respected by peers and other staff4	12. Feel respected by peers and other staff5
13. Understand your course requirements	13. Understand your course requirements1	13. Understand your course requirements2	13. Understand your course requirements3	13. Understand your course requirements4	13. Understand your course requirements5
14. Complete your assessments	14. Complete your assessments1	14. Complete your assessments2	14. Complete your assessments3	14. Complete your assessments4	14. Complete your assessments5

D. MEASUREMNET OF MOOD AND COPING:

Mood:
Since the adoption of blended learning at the university, how often do you feel:

1=never
2=seldom
3=sometimes
4=often
5=all the time
	1	2	3	4	5
15. Misunderstood by others	15. Misunderstood by others1	15. Misunderstood by others2	15. Misunderstood by others3	15. Misunderstood by others4	15. Misunderstood by others5
16. Unable to concentrate on anything	16. Unable to concentrate on anything1	16. Unable to concentrate on anything2	16. Unable to concentrate on anything3	16. Unable to concentrate on anything4	16. Unable to concentrate on anything5
17. Nervous when talking to people	17. Nervous when talking to people1	17. Nervous when talking to people2	17. Nervous when talking to people3	17. Nervous when talking to people4	17. Nervous when talking to people5
18. Everything is too difficult	18. Everything is too difficult1	18. Everything is too difficult2	18. Everything is too difficult3	18. Everything is too difficult4	18. Everything is too difficult5
19. Pressurised to succeed from family	19. Pressurised to succeed from family1	19. Pressurised to succeed from family2	19. Pressurised to succeed from family3	19. Pressurised to succeed from family4	19. Pressurised to succeed from family5
20. Worried (e.g. about money, study, family)	20. Worried (e.g. about money, study, family)1	20. Worried (e.g. about money, study, family)2	20. Worried (e.g. about money, study, family)3	20. Worried (e.g. about money, study, family)4	20. Worried (e.g. about money, study, family)5

Coping:
Since the adoption of blended learning in the university, how often do you feel:

1=never
2=seldom
3=sometimes
4=often
5=all the time
	1	2	3	4	5
21. Unable to fit into university	21. Unable to fit into university1	21. Unable to fit into university2	21. Unable to fit into university3	21. Unable to fit into university4	21. Unable to fit into university5
22. Not wanting to go to a ZOOM tutorial or lecture	22. Not wanting to go to a ZOOM tutorial or lecture1	22. Not wanting to go to a ZOOM tutorial or lecture2	22. Not wanting to go to a ZOOM tutorial or lecture3	22. Not wanting to go to a ZOOM tutorial or lecture4	22. Not wanting to go to a ZOOM tutorial or lecture5
23. Lonely	23. Lonely1	23. Lonely2	23. Lonely3	23. Lonely4	23. Lonely5
24. Tired for no good reason	24. Tired for no good reason1	24. Tired for no good reason2	24. Tired for no good reason3	24. Tired for no good reason4	24. Tired for no good reason5
25. Irritable	25. Irritable1	25. Irritable2	25. Irritable3	25. Irritable4	25. Irritable5
26. Low self-worth	26. Low self-worth1	26. Low self-worth2	26. Low self-worth3	26. Low self-worth4	26. Low self-worth5

E: MEASUREMENT OF PSYCHOLOGICAL AND SOCIO-DEMOGRAPHIC BARRIERS:

Psychological barriers
If you did not seek help, tick the below that applies to you:

1=strongly agree
2=agree
3=neutral
4=disagree
5=strongly disagree
	1	2	3	4	5
27. I would be concerned about what others would say	27. I would be concerned about what others would say1	27. I would be concerned about what others would say2	27. I would be concerned about what others would say3	27. I would be concerned about what others would say4	27. I would be concerned about what others would say5
28. I would feel ashamed	28. I would feel ashamed1	28. I would feel ashamed2	28. I would feel ashamed3	28. I would feel ashamed4	28. I would feel ashamed5
29. I would be concerned that others would find out	29. I would be concerned that others would find out1	29. I would be concerned that others would find out2	29. I would be concerned that others would find out3	29. I would be concerned that others would find out4	29. I would be concerned that others would find out5
30. I would not trust the support staff	30. I would not trust the support staff1	30. I would not trust the support staff2	30. I would not trust the support staff3	30. I would not trust the support staff4	30. I would not trust the support staff5
31. I would be afraid to seek support	31. I would be afraid to seek support1	31. I would be afraid to seek support2	31. I would be afraid to seek support3	31. I would be afraid to seek support4	31. I would be afraid to seek support5
32. I would be concerned I may not be able to explain my problems	32. I would be concerned I may not be able to explain my problems1	32. I would be concerned I may not be able to explain my problems2	32. I would be concerned I may not be able to explain my problems3	32. I would be concerned I may not be able to explain my problems4	32. I would be concerned I may not be able to explain my problems5

Socio-demographic barriers
If you did not seek help, tick the below that applies to you

1=strongly agree
2=agree
3=neutral
4=disagree
5=strongly disagree
	1	2	3	4	5
33. I would be concerned about language barriers (e.g., my English is not good)	33. I would be concerned about language barriers (e.g., my English is not good)1	33. I would be concerned about language barriers (e.g., my English is not good)2	33. I would be concerned about language barriers (e.g., my English is not good)3	33. I would be concerned about language barriers (e.g., my English is not good)4	33. I would be concerned about language barriers (e.g., my English is not good)5
34. I would be concerned that staff may not respect my faith	34. I would be concerned that staff may not respect my faith1	34. I would be concerned that staff may not respect my faith2	34. I would be concerned that staff may not respect my faith3	34. I would be concerned that staff may not respect my faith4	34. I would be concerned that staff may not respect my faith5
35. I would be concerned that staff may not understand my cultural background	35. I would be concerned that staff may not understand my cultural background1	35. I would be concerned that staff may not understand my cultural background2	35. I would be concerned that staff may not understand my cultural background3	35. I would be concerned that staff may not understand my cultural background4	35. I would be concerned that staff may not understand my cultural background5
36. I would be concerned that my family member, or friend, cannot accompany me	36. I would be concerned that my family member, or friend, cannot accompany me1	36. I would be concerned that my family member, or friend, cannot accompany me2	36. I would be concerned that my family member, or friend, cannot accompany me3	36. I would be concerned that my family member, or friend, cannot accompany me4	36. I would be concerned that my family member, or friend, cannot accompany me5
37. I would only prefer online support	37. I would only prefer online support1	37. I would only prefer online support2	37. I would only prefer online support3	37. I would only prefer online support4	37. I would only prefer online support5

F. STUDENT'S OVERALL ADJUSTMENT TO THE UNIVERSITY:

Students’ overall adjustments from the time of starting university through to their first semester of study were measured on a 5-point Likert scale

1=very good
2=good
3=neutral
4=bad
5=very bad
	1	2	3	4	5
38. How well do you think you are adjusting to the blended teaching and learning environment in this University?	38. How well do you think you are adjusting to the blended teaching and learning environment in this University?1	38. How well do you think you are adjusting to the blended teaching and learning environment in this University?2	38. How well do you think you are adjusting to the blended teaching and learning environment in this University?3	38. How well do you think you are adjusting to the blended teaching and learning environment in this University?4	38. How well do you think you are adjusting to the blended teaching and learning environment in this University?5
39. Convenience offered by blended courses	39. Convenience offered by blended courses1	39. Convenience offered by blended courses2	39. Convenience offered by blended courses3	39. Convenience offered by blended courses4	39. Convenience offered by blended courses5
40. Your overall level of engagement in learning	40. Your overall level of engagement in learning1	40. Your overall level of engagement in learning2	40. Your overall level of engagement in learning3	40. Your overall level of engagement in learning4	40. Your overall level of engagement in learning5
41. Your perceptions of learning outcomes in blended learning courses	41. Your perceptions of learning outcomes in blended learning courses1	41. Your perceptions of learning outcomes in blended learning courses2	41. Your perceptions of learning outcomes in blended learning courses3	41. Your perceptions of learning outcomes in blended learning courses4	41. Your perceptions of learning outcomes in blended learning courses5

G. Open-ended Questions:
42. Please write down the advantages and disadvantages of blended learning and the content of the blended learning such as how blended learning is implemented in your online course?
(1) Advantages: (2) Disadvantages: (3) Content of blended learning: such as 50% of the lesson is online and 50% is face to face or each lesson had both face to face and online.
43. Which instructional practices were deemed most important for your satisfaction in the course that shifted to blended learning?
44. What recommendations can be made for teachers new to online blended learning to build community and connectedness in your classes?
Follow-up action:
Would you like to join a focus group, or an individual in-depth interview related to your current learning experiences in Blended Education? (Please fill in your contact information below if you have interest to attend an interview.)

Would you like to join a focus group, or an individual in-depth interview related to your current learning experiences in Blended Education? (Please fill in your contact information below if you have interest to attend an interview.) 1. Yes 2. No
Are you a student with special educational needs such as physical disability or mental health issues? (For this question, please select *ONLY ONE CHOICE* below).

Are you a student with special educational needs such as physical disability or mental health issues? (For this question, please select *ONLY ONE CHOICE* below). 1. Yes, I am a SEN student 2. Yes, I have some mental issues 3. No 4. Not Sure
Contact Email
Contact Number
My Name
Remark:

Reward: HK$100 will be given to the students who will attend the individual interview.
Interviewee Time: Around 45-60 minutes.
Interview date: from Aug to Dec 2021 (at your preferred date and time).
Interview Venue: Either through ZOOM or in CLEAR office: 5/F, Hui Yeung Shing Building, CUHK.
Interview questions and consent form will be sent to you before the interview.
Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C., & Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. The internet and higher education, 11(3-4), 133-136.

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. The internet and higher education, 13(1-2), 5-9.

Groen, J., Ghani, S., Germain-Rutherford, A., & Taylor, M. (2020). Institutional Adoption of Blended Learning: Analysis of an Initiative in Action. The Canadian Journal for the Scholarship of Teaching and Learning, 11(3).

Sanagavarapu, P., Abraham, J., & Taylor, E. (2019). Development and validation of a scale to measure first year students’ transitional challenges, wellbeing, help-seeking, and adjustments in an Australian university. Higher Education, 77(4), 695-715.

Tayeh, Q. (2021). The Role of Undergraduate Students’ Satisfaction in the Transition to Online Educationin Light of Teaching and Social Presence. Multicultural Education, 7(1).

Ustun, A. B., & Tracey, M. W. (2019). An effective way of designing blended learning: A three phase design-based research approach. Education and Information Technologies, 1-24.

Verger, P., Combes, J. B., Kovess-Masfety, V., Choquet, M., Guagliardo, V., Rouillon, F., & Peretti-Wattel, P. (2009). Psychological distress in first year university students: socioeconomic and academic stressors, mastery and social support in young men and women. Social psychiatry and psychiatric epidemiology, 44(8), 643-650.
Thank you for your time and support. Your input is much appreciated.

Ethics Clearance: This study have been approved by the Survey and Behavioral Research Ethics Committee of CUHK for collecting data involving human participants. Case No: SBRE-20-667.

Please be assured that any information provided by you in the survey will be treated as confidential and only aggregated results will be used in any reports or research papers.

If you would like to obtain more information about this study, please contact Professor. Vivian Lee at 3943-8012/ vivianlee@cuhk.edu.hk
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735_Facilitating Blended Learning (Mixed Mode) Research on First-year University Students

General Information

Part One: Investigation About the Blended Learning Situation for Current Year One Students at CUHK. (Blended learning is a type of teaching method with the combination of online learning with face-to-face learning).

F. STUDENT'S OVERALL ADJUSTMENT TO THE UNIVERSITY:

G. Open-ended Questions:

Follow-up action: