Abstract
Currently, blended learning (BL) is trending among higher education institutions (HEIs) around the globe. Despite its popularity, no model exists that describes the motivation that affects instructors’ opinions and beliefs regarding online learning. Therefore, the purpose of this study is to identify the factors responsible for motivating instructors at HEIs to integrate the BL approach into their courses. Two categories of motivational factors, namely, extrinsic and intrinsic, have been identified in the BL literature. These factors have been used to design a motivation model based on the cause-effect relationship between them. Survey data were collected from 362 HEI instructors in Turkey and North Cyprus for analysis using a structural equation modelling method. The results indicated that both extrinsic and intrinsic motivational factors have a significant impact on the instructors’ motivation to apply the BL approach. However, the extrinsic factor, i.e., “academic workload”, did not influence the instructors’ motivation. In general, the findings confirmed that, the consideration of both extrinsic and intrinsic factors for motivating the application of blended learning has a 79% impact on the adoption of BL. The findings of this study provide practical solutions for educational managers, curriculum designers and faculty members towards creating a cohesive BL environment in HEIs.
Highlights
The current trend of technology utilization in our daily routine lives has brought about changes with regard to knowledge distribution, construction and reconstruction (Lim & Wang, 2016)
The analysis of the measurement was carried out by comparing the eight-factor model (Instructor Interaction with Technology, Academic workload, Institutional environment, Instructor interactions with students, Instructor Attitude and Beliefs, Instructor learning with motivation for applying blended learning towards the final construct, applying blended learning)
Hypothesis two (H2), which hypothesized that the academic workload has a positive effect on the motivation for applying blended learning, was not supported, which implies that the academic workload does not influence the instructors’ motivation for applying blended learning
Summary
The current trend of technology utilization in our daily routine lives has brought about changes with regard to knowledge distribution, construction and reconstruction (Lim & Wang, 2016). The widespread availability of information and communication technologies (ICT) has transformed higher education institutions (HEIs) into multi-choice learning environments that complement classroom learning experience and increase learning based on individual preference, which is independent of time and place (Singh & Kaurt, 2016). Blended learning is an effective approach to the passive knowledge engagement of a massive number of students, which increases learning outside the traditional face-to-face learning environment (Oakley, 2016). BL helps instructors engage students in active learning that promotes skills such as communication, information literacy, creativity and collaboration that transform into the ability to use digital technologies for different purposes. The lack of adequate institutional support for BL may decrease the motivation of the instructors to transform their courses into the blended format that can discourage their commitment to change (Lim & Wang, 2016). The BL approach offers numerous advantages to instructors, but negative perceptions held by these instructors may affect its application according to Tshabala, Ndeya-Ndereya, and van der Merwe (2014)
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