A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education

Abstract

The authors previously proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (a) awareness/exploration, (b) adoption/early implementation, and (c) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. In this paper, the authors applied that framework as well as Rogers' (2003) diffusion of innovations theory to determine the degree to which institutional strategy, structure, and support measures facilitate or impede BL adoption among higher education faculty. In addition, the authors explored whether higher education faculty's innovation adoption category affects which measures facilitate or impede BL adoption. To achieve these objectives, the authors surveyed 214 faculty and interviewed 39 faculty at a school in the adoption/early implementation stage of BL adoption. The authors published the survey results in a prior article. The current article explores the results of the interviews.