Here are some papers that have validated instruments for measuring curriculum flexibility in blended learning:

Summary: This study developed and validated a scale to measure the degree of flexibility in blended learning. The scale was developed based on a literature review and expert opinions. It consists of 22 items that measure four dimensions of flexibility: instructional resource flexibility, learning process flexibility, learning outcome flexibility, and learning environment flexibility. The scale was validated with data collected from 408 students in Taiwan.

Summary: This study developed and validated a scale to measure curriculum flexibility in blended learning. The scale was developed based on a literature review and expert opinions. It consists of 16 items that measure three dimensions of flexibility: content flexibility, learning process flexibility, and assessment flexibility. The scale was validated with data collected from 477 undergraduate students in China.

Summary: This study further validated the scale developed in the previous study (Liu et al., 2017). The validation was conducted with data collected from 335 postgraduate students in China. The results showed that the scale has good reliability and validity.

References:

Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). Development and validation of a scale to measure blended learning flexibility. Computers & Education, 55(3), 911-919.

Liu, H., Wu, W., He, W., & Li, Y. (2017). A Scale for Measuring Curriculum Flexibility in Blended Learning. Educational Technology & Society, 20(4), 153-166.

Liu, H., Wu, W., He, W., & Li, Y. (2018). A Validated Scale for Measuring Curriculum Flexibility in Blended Learning. Journal of Educational Computing Research, 56(4), 549-568.

Dear Clement Aladi ,

I don't think you will find much of clear value, if I haven't misunderstood your question. But the What and How of education are frequently confused.

I am a rather frequently cited researcher on "blended learning". The reason why I have this opinion is that curriculum is about the "What" and "What for" of learning, while blended learning is, confusingly enough, mostly about the "How", the organisation of teaching when we have any kind of technology involved and combine it with (not replace) existing/traditional teaching practises. Teaching aims at learning results in accordance with curricula, but they should not be confused with one-another. There is a lot of teaching without learning as we know, and also learning without teaching (students reaching learning objectives in other ways than by the provided teaching alone). If teaching was the same as learning, pedagogical problems would not exist. This confusion comes from what Biesta calls "the learnification of education", that universities have learning as a marketable product.

Furthermore, curriculum content is more or less independent of modes of teaching. They ´can be more or less effective for a chosen student population, but that is something else.

However, more important perhaps - I can't find that the papers ChatGPT suggested even exist in the first place! I have googled in Scholar and generally on the internet, and I do not for any article get any other search results than your question on Researchgate. I guess that you did not make all this up, but ChatGPT is sometimes so eager to be helpful that it just makes things up, in the typical way - by predicting something plausible in accordance to how the Larg-Language Model works, predicting the next plausible words by using big data statistics. The journals exist, but I also have difficulty finding that any of the researchers mentioned are dealing with blended learning, didactics, pedagogy, or anything similar. Perhaps I am all wrong about this...

However, if you really want one of these papers, ask ChatGPT to write it for you...

Well, ChatGPT sometimes fabricates sources and references. These papers probably don't exist.