Abstract
<p>This paper reports the development and initial testing of a modified instrument for evaluating Students’ Approaches to Learning (SAL) in online and blended learning environments within contemporary higher education. Building on the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), the instrument uses delivery-neutral wording to support reflection across online, blended, and face-to-face learning, alongside enhancements for clarity, ease of use, and online questionnaire administration. It was tested with university students engaged in online or blended learning (N = 97) and evaluated using reliability analyses, corrected item-total correlations, and Confirmatory Factor Analysis (CFA). Reliability estimates for its Deep Approach and Surface Approach scales are acceptable, and CFA provides initial support for the intended two-factor structure. Two surface strategy items have weak loadings, with corrected item-total correlations supporting this item-level pattern, and model fit improves when these items are excluded. Overall, findings suggest that the modified R-SPQ-2F can support assessment of deep and surface approaches to learning across delivery modes. Further refinement and validation in larger and more diverse samples are recommended.</p>