Abstract

As the years progresses, higher education has move towards implementing Blended Learning (BL) which is a combination of face-to-face and online mode of teaching and learning which have continued to advance in institutions all over the world. Accordingly, it is important to investigate the factors that may influence lecturers’ perception towards BL approaches. Likewise, there are fewer studies that explored BL in lecturers’ perspective. Therefore, this study proposed a framework based on Model of Personal Computer Utilization (MPCU) theory to examine the factors that influence lecturers’ perception of BL to improve teaching quality in higher education. A total of 413 lecturers across universities, colleges, and polytechnics responded to an online survey questionnaire. Statistical Package for Social Science and Partial Least Square-Structural Equation Modelling was utilized for data analysis. The results suggest that social factors affect towards use, complexity, job fit, long term consequences, facilitating conditions, and Information Technology (IT) experience significantly influences lecturers’ perception towards using BL initiatives to improve academic activities in higher education. Findings from this article support institutions in developing an understanding of the factors that can be considered to improve teaching design, as well as in improving IT for teaching and learning purposes.

Highlights

  • Higher educational institutions are under increasing pressure to deploy pioneering technology-mediated educational approaches to accommodate diverse student academic needs

  • This study found that long term consequences positively influence lecturer’s perception towards Blended Learning (BL), which is consistent with results reported by Kocaleva et al (2014); Dečman (2015) which revealed that long term consequences which relates to the impact BL outcomes will have in future, such as increasing the flexibility of teaching or improving the prospects for more course curriculum design

  • This study develops a framework grounded on model of personal computer utilization theory to examine the factors that influence lecturers’ perception of BL to improve teaching quality in higher education

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Summary

Introduction

Higher educational institutions are under increasing pressure to deploy pioneering technology-mediated educational approaches to accommodate diverse student academic needs. Technology (IT) in teaching to improve student learning One of such initiatives is Blended Learning (BL), which is a combination of face-to-face (F2F) teaching with online teaching (River et al, 2016). BL involves the integration of different modes of teaching, models of delivery and deployment of various technologies, and teaching modes to meet specific knowledge sharing, and information needs (Bokolo Jr et al, 2020). It involves the assimilation of different didactic approaches (asynchronous and/or synchronous mediums) and delivery formats such as Compact Disc Read-Only Memory (CD-ROM), videotape, Computer Assisted Instruction (CAI), and online-based learning (So & Brush, 2008)

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