ERIC Number: EJ1253309
Record Type: Journal
Publication Date: 2020-May
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2357
EISSN: N/A
Towards a Faculty Blended Learning Adoption Model for Higher Education
Education and Information Technologies, v25 n3 p1639-1662 May 2020
Management of the Ghana Technology University College took the decision to adopt blended learning (BL) for teaching and learning because of its effectiveness as a learning approach. However, academicians are apprehensive about teaching in blended learning environment. A major study to understand the factors influencing faculty to adopt blended learning in the university has allowed a preliminary grounded theory model to be developed. This model identifies key factors, including pedagogy fitness, faculty technology affinity, student positive disposition to BL and institutional readiness lead positively to motivate faculty to adopt BL. The outcome of this research is a faculty blended learning adoption model which highlights the process of how faculty members situate themselves within the construct of adoption. Furthermore, the study highlights that faculty blended learning can be understood through the lens of motivational theories of hygiene and the competing internal and external environmental priorities that faculty must construct and define in order to adopt blended learning.
Descriptors: Foreign Countries, Blended Learning, College Faculty, Adoption (Ideas), Grounded Theory, Models
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ghana
Grant or Contract Numbers: N/A