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Review and Validation of the Benchmarking of Technology-Enabled Learning

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Title: Review and Validation of the Benchmarking of Technology-Enabled Learning
Language: English
Authors: Sanjaya Mishra (ORCID 0000-0003-3291-2410), Nitesh Kumar Jha (ORCID 0000-0002-5209-1683), Kaushal Kumar Bhagat (ORCID 0000-0002-6861-6819)
Source: Journal of Learning for Development. 2025 12(3):450-468.
Availability: Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Benchmarking, Technology Uses in Education, Higher Education, Educational Practices, Content Validity, Reliability, Foreign Countries
Geographic Terms: Malaysia, Kenya, India, Bangladesh, Mauritius
ISSN: 2311-1550
Abstract: The benchmarking toolkit for Technology-Enabled Learning (TEL) developed by the Commonwealth of Learning (COL) is designed to assess TEL practices in higher education institutions. This study evaluated the content validity, internal consistency, and inter-domain relationships of the toolkit using a survey of 355 practitioners across 21 institutions, yielding 90 usable responses. The survey also included open-ended questions for each domain and also for general feedback. Content validity was assessed with the Content Validity Index (CVI), which showed an overall score of 0.83, indicating high validity. Further, internal consistency was examined using Cronbach's [alpha], average inter-item correlation, and signal-to-noise ratio, with Cronbach's [alpha] values ranging from 0.85 to 0.93 and inter-item correlations between 0.60 and 0.76. Domain-level mean scores were calculated, and inter-domain Pearson correlations revealed moderate to strong relationships (0.44 to 0.79), suggesting that while domains are related, they measure distinct aspects of TEL implementation. Institutions receiving structured support from COL generally achieved higher TEL scores, highlighting the positive impact of TEL practices. In addition, qualitative analysis of the open-ended questions showed that the benchmarking toolkit was useful in identifying gaps and working on those gaps by using an action plan to support digital transformation in higher education institutions. Overall, the findings demonstrate that the toolkit is a reliable and valid instrument for assessing TEL practices, providing a strong foundation for institutional improvement and further validation in larger samples.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489508
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Academic Journal
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IllustrationInfo
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  Data: Review and Validation of the Benchmarking of Technology-Enabled Learning
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Sanjaya+Mishra%22">Sanjaya Mishra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3291-2410">0000-0003-3291-2410</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nitesh+Kumar+Jha%22">Nitesh Kumar Jha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5209-1683">0000-0002-5209-1683</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kaushal+Kumar+Bhagat%22">Kaushal Kumar Bhagat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6861-6819">0000-0002-6861-6819</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+for+Development%22"><i>Journal of Learning for Development</i></searchLink>. 2025 12(3):450-468.
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  Data: Commonwealth of Learning. 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: jl4d@col.org; Web site: http://www.col.org
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  Data: Y
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  Data: 19
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Benchmarking%22">Benchmarking</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Validity%22">Content Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink><br /><searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink><br /><searchLink fieldCode="DE" term="%22India%22">India</searchLink><br /><searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink><br /><searchLink fieldCode="DE" term="%22Mauritius%22">Mauritius</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2311-1550
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The benchmarking toolkit for Technology-Enabled Learning (TEL) developed by the Commonwealth of Learning (COL) is designed to assess TEL practices in higher education institutions. This study evaluated the content validity, internal consistency, and inter-domain relationships of the toolkit using a survey of 355 practitioners across 21 institutions, yielding 90 usable responses. The survey also included open-ended questions for each domain and also for general feedback. Content validity was assessed with the Content Validity Index (CVI), which showed an overall score of 0.83, indicating high validity. Further, internal consistency was examined using Cronbach's [alpha], average inter-item correlation, and signal-to-noise ratio, with Cronbach's [alpha] values ranging from 0.85 to 0.93 and inter-item correlations between 0.60 and 0.76. Domain-level mean scores were calculated, and inter-domain Pearson correlations revealed moderate to strong relationships (0.44 to 0.79), suggesting that while domains are related, they measure distinct aspects of TEL implementation. Institutions receiving structured support from COL generally achieved higher TEL scores, highlighting the positive impact of TEL practices. In addition, qualitative analysis of the open-ended questions showed that the benchmarking toolkit was useful in identifying gaps and working on those gaps by using an action plan to support digital transformation in higher education institutions. Overall, the findings demonstrate that the toolkit is a reliable and valid instrument for assessing TEL practices, providing a strong foundation for institutional improvement and further validation in larger samples.
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  Data: As Provided
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1489508
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489508
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 450
    Subjects:
      – SubjectFull: Benchmarking
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Educational Practices
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      – SubjectFull: Content Validity
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      – SubjectFull: Reliability
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Malaysia
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      – SubjectFull: Kenya
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      – SubjectFull: India
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      – SubjectFull: Bangladesh
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      – SubjectFull: Mauritius
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