Evaluation of hybrid and distance education learning environments in Spain

Rosario Ferrer-Cascales, Scott L. Walker, Abilio Reig-Ferrer, María Dolores Fernández-Pascual, Natalia Albaladejo-Blázquez


This article describes the adaptation and validation of the Distance Education Learning Environments Survey(DELES) for use in investigating the qualities found in distance and hybrid education psycho-social learning environments in Spain. As Europe moves toward post-secondary student mobility, equanimity in access to higher education, and more standardised degree programs across the European Higher Education Area (EHEA) the need for a high quality method for continually assessing the excellence of distance and hybrid learning environments has arisen. This study outlines how the English language DELES was adapted into the new Spanish-Distance Education Learning Environments Survey (S-DELES) for use with a Bachelor of Psychology and Criminology degree program offering both distance and hybrid education classes. We present the relationships between psycho-social learning environment perceptions and those of student affect. We also present the asynchronous aspects of the environment, scale means, and a comparison between the perceptions of distance education students and their hybrid education counterparts that inform the university about the baseline health of the information and communication technologies (ICT) environment within which the study was conducted.

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DOI: https://doi.org/10.14742/ajet.906