Adoption Of Blended Learning Research Articles

Challenges and Implications of Blended Learning Adoption in the Age of Communication Technology: A Case Study of Vietnamese Universities During the COVID-19 Pandemic

The pervasive influence of communication technology has profoundly shaped contemporary life, significantly impacting global education. The COVID-19 pandemic accelerated the adoption of technologies like social media platforms and massive open online courses (MOOCs) as substitutes for traditional in-person education, exposing shortcomings, particularly in regions with limited online infrastructure. Although extensive research exists on online education, including blended learning models, the challenges associated with their effective implementation remain underexplored. This study aims to address these gaps by examining the adoption of blended learning within Vietnamese universities during the pandemic through the lens of Activity Theory. This framework, which analyzes the dynamic interactions between individuals, tools, and their sociocultural environment, provides a deeper understanding of how students, educators, and institutions navigate blended learning. This study employed semi-structured interviews with administrators, lecturers, curriculum developers, and students across four campuses of a university in Vietnam. The findings highlight key challenges related to student engagement, academic dishonesty, and constraints in institutional infrastructure, underscoring the need for targeted strategies to enhance blended learning outcomes.

Unveiling the path to acceptance for blended learning adoption through an SEM-based model

Unveiling the path to acceptance for blended learning adoption through an SEM-based model

The effects of implementing blended learning in college English education: an impact on students and teachers using blended learning to develop language proficiency

ABSTRACT A combination of traditional learning and online learning is termed blended learning, which is also known as hybrid learning. A detailed investigation of how blended learning impacts college English teachers and students can enhance teaching and learning. This strategy helps students learn English by practicing speaking, listening, reading, and writing, which are crucial language abilities. This study aims to examine the variables that impact the integration of blended learning in college-level English teaching classrooms. 185 educators and 190 students from various institutions conducted an online survey to collect the necessary data for the research. The questionnaire was distributed to teachers and students from various educational institutions who were chosen at random. The data was analyzed using SPSS. The research found that blended learning adoption relies on institution, instructor, and learner preparation. The research also highlighted the benefits of blended learning and its implementation in education. The introduction of blended learning in the education sector has several obstacles, which were also discussed. The study suggests conducting future research on the challenges that impede the implementation of blended learning for a deeper evaluation.

Assessing Nurse Educators' Competencies for Adopting Blended Learning in the Skills Labs in Uganda's Public Nursing Schools

Blended learning has become an integral part of nursing education, offering a blend of online and face-to-face instruction that enhances learning experiences, particularly within skills labs. However, the effectiveness of blended learning largely depends on the competencies of nurse educators in utilizing digital tools and methodologies. This study assessed the competencies of nurse educators in Uganda's public nursing schools concerning blended learning adoption. Data was collected from 40 randomly selected nursing educators in 4 public nursing schools in Uganda The findings indicate significant inadequacies: only 25% are proficient with Learning Management Systems (LMS) like Moodle, 20% can effectively use platforms like Zoom and Microsoft Teams for synchronous sessions, 30% are adept at using social media platforms such as WhatsApp and YouTube for informal learning and networking, and merely 12.5% are proficient in using television videos as supplementary educational resources. These results highlight a critical need for targeted professional development and training programs to enhance the digital competencies of nurse educators. Addressing these gaps is essential for the effective implementation of blended learning, ultimately aiming to improve the quality of nursing education in Uganda and foster the development of skilled nursing professionals.

Exploring the Online Leadership Effect on Blended Learning in Educational Institutions: Post-COVID-19 Learning Context

Background: The COVID-19 pandemic has necessitated the transition of administrative and instructional work in schools to an online format. This shift has prompted school administrators to embrace online leadership as a suitable approach during and after the pandemic. Blended learning has been recommended as a sustainable and well-suited solution for educational institutions in the post-pandemic period. Aims: to investigate the impact between online leadership and the adoption of blended learning in educational settings. Sample(s): A total of 385 instructors participated in this study. The participants were surveyed using Google Forms to gather their perspectives. Methods: Structural equation modeling (SEM) and path coefficients analysis were employed to analyze the survey data and examine the attitudes of instructors toward online leadership and blended learning. Results: The findings indicated that online leadership (OL) exhibited a higher likelihood of being adopted for blended learning (BL) implementation, as revealed by the study results (59%). Instructors demonstrated increased flexibility and readiness to utilize online leadership methods for career advancement in the post-pandemic era. However, it should be noted that the adoption of online leadership measures was primarily driven by the necessity (41%) to maintain continuity in educational practices during the pandemic. Conclusions: These findings shed light on the significance of online leadership in facilitating the integration of blended learning in schools. The study highlights the adaptability of instructors and their recognition of the potential benefits associated with online leadership practices. The results emphasize the importance of online leadership as a strategic approach for educational institutions in navigating the challenges brought about by the COVID-19 pandemic and beyond.

Influence of Narrative Principles on Organizational Change Adoption of Blended Learning in Selected Kenyan Universities

Influence of Narrative Principles on Organizational Change Adoption of Blended Learning in Selected Kenyan Universities

Investigating the motivating factors that influence the adoption of blended learning for teachers’ professional development

Blended learning (BL), a teaching method merging online and face-to-face learning, is lauded for its potential to enrich educational outcomes and tackle challenges entrenched in conventional teaching practices. In countries like Pakistan, where equitable access to quality professional development remains an obstacle, BL is a promising avenue to surmount training barriers. While BL adoption has evolved swiftly, research into its integration within teacher training remains limited. Notably, no comprehensive model exists describing the motivational factors influencing teachers' perceptions and intentions regarding the blended mode of teacher training. This study aims to identify the motivational elements that motivate schoolteachers in teacher training institutions in Pakistan to incorporate blended learning into their programs. The motivational factors identified in BL literature have been employed to craft a motivation model grounded in their causal relationship. This quantitative study examines the interplay between multiple motivational factors and their impact on BL adoption within teacher training and the BL environment. Surveying 350 schoolteachers (participants) from teacher training institutions, we employed Structural Equation Modeling (SEM) techniques with Smart PLS 4.0 for data analysis. Results reveal that extrinsic and intrinsic motivational factors significantly influence teachers' motivation to adopt BL for training. Notably, "overall training quality" and "educational environment" were non-influential. Overall, the findings underscore that considering a blend of extrinsic and intrinsic factors can wield a 65 % influence on BL adoption. The study's results provide practical guidance for educational leaders, curriculum designers, and faculty members aiming to cultivate a unified blended learning environment for teacher professional development. These insights also underscore the importance of incorporating essential motivational factors into forthcoming blended learning training programs.

Constructive alignment of materials in tertiary programs

With the increasing adoption of blended learning, tertiary programs are becoming ever more varied and complicated. Laying at the heart of a range of complex learning activities, the role of blended materials once again comes into discussions concerning learning outcomes. But how do contemporary educators design and use blended materials to support pedagogical goals? In this study, we examine the constructive alignment of blended materials with the learning outcomes of modern language programs. Using pedagogical claims analyses with data gathered in two case studies, we found that educators tend to align materials to the curriculum, student interests, a research agenda and contemporary culture. We conclude our work with a discussion of constructive alignment of materials design and use in tertiary blended learning.

A Process for Institutional Adoption and Diffusion of Blended Learning in Higher Education

AbstractBlended learning has emerged as a prominent feature in higher education over the past decade, aiming to enhance students’ learning experiences and improve outcomes. It has been adopted at various levels within universities, with an increasing trend of institutional adoption. Despite its prevalence, scholars have expressed concerns about our limited understanding of blended learning beyond small-scale and individual applications. Drawing on Rogers’ diffusion of innovations theory, this case study explores the intricate process of adoption and implementation of blended learning within a university. Semi-structured, one-on-one interviews were conducted with 24 lecturers and six university executives involved in a university-wide initiative for blended learning. The interviews were analysed using a thematic pattern matching technique. In addition, a variety of relevant university documents were gathered and analysed using a content analysis method. Results reveal that despite some hesitancies among lecturers, the process of adoption of blended learning was supported by a well-justified strategy, investment in infrastructure, and provision of continued lecturer support. Viewing these results through the lens of Roger’s stage model highlights a lack of a proper ‘matching’ stage, reflecting a failure to engage lecturers in adoption decision-making and incorporate their feedback into the blended learning strategy.

Adoption of Blended Learning Using Rotation Model as an Enhanced Learning Modality in Tertiary Education: An Innovation Diffusion Theory Perspective

This study aims to determine the likelihood of adopting blended learning using the rotation model as an enhanced learning modality among college students in light of the innovation theory. The researcher utilized a quantitative design using a descriptive-correlational approach to examine factors like compatibility, simplicity, trialability, observability, relative advantage, cost, and behavioral intention in relation to blended learning adoption. A simple random sampling technique was utilized to gather 180 respondents. The study reveals a high level of adoption of innovation, the blended learning rotation model with the three main factors: compatibility, observability, and relative advantage. Users who are to adopt this innovation align well with the existing values and needs if they can see the benefits of using it and perceive it as superior to alternatives. On the other hand, factors such as simplicity and trialability do not seem to have a significant relationship with the adoption of blended learning using the rotation model. Addressing concerns related to cost is paramount to ensure widespread adoption. The findings highlight the relevance of considering these key factors when presenting innovations in educational settings. It proposed that efforts should be focused on ensuring that the innovation adopted is compatible with users’ needs, its benefits are visible, and it is perceived as advantageous compared to other options. This could involve training and support to help students and teachers understand the benefits and how to use the innovation effectively.

Blended Learning Delivery Methods for a Sustainable Learning Environment: A Delphi Study

The outbreak of COVID-19 necessitated social distancing. Universities around the world were left with two options: a total suspension or a major reduction in students’ attendance. While the nature of many courses made it very difficult to teach them online, blended learning was the most suitable approach to teach these types of courses. Academics and educational institutions have realized the significance of blended learning not only as a response to immediate disruptions but also as a pivotal element in fostering a sustainable learning environment. However, designing successful blended learning courses requires making challenging decisions regarding the selection of the most appropriate delivery methods to achieve learning outcomes. To support higher education adoption of blended learning, this study identifies and rates the importance of the delivery methods that need consideration when designing a blended learning course. The aim is to assist academics to prioritize their delivery options and provide adaptable and resilient educational models. A Delphi study of two rounds was conducted to identify and rate the delivery methods. An expert panel of 19 academics with extensive experience in course design and online delivery was recruited. The findings indicate that online collaborative work and face-to-face collaborative work should be academics’ first delivery choices. Interestingly, face-to-face instructor-led learning was at the bottom of the list and rated well below all the other delivery methods.

Enhancing Quality of Early Childhood Education in Nigeria Through Adoption of Blended Learning By Early Childhood Educators

ABSTRACTIt has been observed in the recent that the reality and influence of Blended Learning on achieving quality education across the globe cannot be under estimated. This has made it a necessity for all educators to adopt blended learning as a teaching strategy. The study investigated the adoption of blended learning by Early Childhood Education teachers in Nigerian Primary Schools. Descriptive survey design was employed for the study. The sample size consisted of 450 teachers that were randomly selected from the three Senatorial Districts in Ondo State Nigeria. A self-designed instrument was used to collect data for the study. The instrument was validated and tested for reliability at coefficient of 0.75. Data collected were analysed using frequency, percentages and ranking. The result revealed that 387(86%) of the teachers in Ondo state has adopted blended learning and majority of the teachers had positive perceptions of BL as a teaching strategy. It was concluded that ECE teachers in Ondo state Nigeria has adopted blended learning as a teaching strategy. The study recommended that government and other stakeholders should give more awareness on BL and provide teachers and learners with necessary facilities needed in school and home.Keywords: blended learning; early childhood education; primary school; teacher; teaching strategy

Blended learning in rural K‐12 education: Stakeholder dynamics and recommendations

AbstractBackgroundWith the growing integration of technology in education, the adoption of blended learning (b‐learning) has gained attention. B‐learning combines traditional classroom teaching with online components, holding potential to enhance student outcomes and educational efficiency. Yet, current research predominantly concentrates on higher education institutions in urban areas, creating a void in understanding its impact on K‐12 education, particularly in rural settings.ObjectivesThis qualitative study aims to propose recommendations for successful implementation of blended learning in rural K‐12 areas by addressing the key stakeholders influencing its adoption and identifying the main factors affecting its success.MethodsWe performed a content analysis of grey literature documents detailing the implementation of b‐learning in K‐12 education. Additionally, interviews with crucial stakeholders such as teachers, principals, and experts in rural schools in South America provide insights into the challenges and prospects of b‐learning adoption in these contexts.Results and ConclusionsThe study identifies pivotal stakeholders for effective b‐learning implementation, outlining their roles and addressing challenges inherent in rural settings. Recommendations for enhancing b‐learning's implementation in developing countries are also proposed. The research underscores the significance of involving diverse stakeholders such as governmental bodies, school leaders, educators, students, and families to ensure a holistic and efficient approach to blended learning.

Predictors of blended learning adoption in higher education institutions in Oman: theory of planned behavior

The shift toward electronic learning due to the COVID-19 pandemic has created many opportunities to shape Oman’s learning styles. This study explores the factors that affect students’ acceptance of blended learning (BL) in higher education institutions in developing countries, focusing on Oman. The study examines the impact of demographic and social factors, attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual use of BL among students. The Theory of Planned Behavior (TPB) was used as a theoretical framework to understand the decision-making processes surrounding BL adoption. Hypotheses are formulated and tested using statistical analysis of survey results. The questionnaire was distributed to students from Sultan Qaboos University in Oman. The data collected were analyzed using inferential predictive modeling methods such as multiple regression analysis and Pearson correlation. The findings indicate that students have a positive attitude toward BL and are likely to choose it in the future. The study also reveals that demographic characteristics and various dimensions, such as attitude, subjective norms, perceived behavioral control, self-efficacy, beliefs, behavioral intention, and actual usage, influence students’ acceptance and utilization of BL. The results contribute to the existing literature and provide insights into the factors that affect BL adoption in developing countries.

A Comprehensive Meta-Analysis of Blended Learning Adoption and Technological Acceptance in Higher Education

A Comprehensive Meta-Analysis of Blended Learning Adoption and Technological Acceptance in Higher Education

Identification of Factors Influencing Educators Perception of Blended Learning and Triggering Adoption Decisions

This study employs theoretical frameworks from the past to determine the factors that drive instructors to adopt blended learning (BL). Using a quantitative approach, the extended Technology Acceptance Model (TAM) was utilized to examine a sample size of 302 instructors from four multi-campus Lebanese universities that offer a business degree. The research findings indicate that ease of use has a positive impact on both attitude and usefulness towards BL. Furthermore, the perceived usefulness of BL positively influences the attitude and intention to use the system. To achieve greater adoption of BL, technical support should be a central component of educators' provision since it has a positive effect on the perceived ease of use. Additionally, subjective norms, such as positive image and usefulness, have a positive influence on educators, as they are influenced by important people in their lives, including their supervisors, as well as by the group's positive image.

Anchoring in the meso-level: Departmental preparation for the adoption of blended learning in tertiary education

The adoption of blended learning has rapidly grown in tertiary education, however, the literature has not extensively addressed how academic departments can implement such pedagogical innovation. The role of academic departments that serve as a link between institutions and teaching staff has long been downplayed. Employed a layered approach and based on the four considerations in blended language learning set out by Gruba and Hinkelman, this research focuses on the meso/departmental level adoption of the blended approach in foreign language education. Analysis of data derived from documents, interviews and photos shows that the meso-level stakeholders need to consider policy alignment, human capital configuration, learning materials digitization and professional development when preparing to adopt the blended approach. More importantly, this study reveals that the meso-level stakeholders are the actual drivers that cause the diffusion of the blended learning mode in an institution.

Examining Blended Learning Adoption Towards Improving Learning Performance in Institutions of Higher Education

Institutions of higher education are implementing Blended Learning (BL) approaches to supplement traditional courses in enhancing students’ learning experiences. However, only fewer studies have examined BL acceptance based on the determinants that influence students’ perception towards BL integration in improving learning performance. Accordingly, this study employs the theory of Technology Acceptance Model (TAM) and Information System (IS) success model to develop a model to examine the determinants that influence students’ perception towards BL integration and acceptance as a mode of study to improve learning performance. Survey questionnaire was designed, and data was gathered from 1169 students to empirically validate the designed model. Accordingly, Partial Least Square-Structural Equation Modeling (PLS-SEM) was applied to analyze the survey data. The results suggest that system quality, information quality, and service quality significantly impact students’ acceptance of BL. Moreover, results reveal that perceived usefulness of BL, perceived ease of use of BL, attitude towards using BL, intention to use BL, and actual use of BL were proven to be key determinants that should be considered in improving students’ acceptance of BL. Additionally, results indicate that students’ acceptance of BL significantly influences learning performance. Implications from this study provide insights on how institutions can improve students’ integration of BL initiatives in both physical and digital learning environments.

Trends in E-learning Implementation in Tertiary Education: A Review of Blended Learning in China and Other Countries

Blended learning is a combination of online learning and face-to-face learning. It is an important trend in the development of tertiary education in China and foreign countries. In recent years, the discussion of blended learning gradually moves from theory to practice, and more and more college teachers begin to pay attention to blended teaching design and put it into practice. This study attempts to give an overview on the topic of blended learning in tertiary education, with a comparison of Chinese and global perspectives. By using “blended learning” and “higher education” as the theme word, and through the advanced search function in CNKI (Core of Peking University /CSSCI) and Scopus database, this paper retrieved 356 and 2293 relevant journals respectively from 2004 to 2023. Utilizing a comparative approach, this study compared the retrieved data from CNKI and Scopus, sorted out the research context in China and foreign countries, analyzed the current research hot-spots, research topics and research trends of blended teaching in tertiary education using a comparative approach, and provided references for the future research in this field. The result showed that the research hot-spots includes the effectiveness of blended learning, blended learning models, blended learning strategies, and influencing factors of blended learning adoption. Furthermore, the study demonstrated a shift in research focus, from initial discussions to investigations into its pedagogical implications.

Sustainability of educational technologies: An approach to ratio and feedback

Blended learning is a driving force behind new pedagogical approaches. While many studies have shown the positive effects of blended learning on the students’ learning outcomes, the extent and breadth of its sustainability remains an interesting question, given the rapid evolution and diversification of technology post COVID-19 pandemic. In this study, we examined the ratio of technological interventions in blended learning studies, and their corresponding students’ feedback by categorizing 37 compliant articles. With a defined set of inclusion and exclusion criteria, and a clear search strategy, we employed systematic reviews to comprehensively and systematically identify, evaluate, and synthesize relevant evidence to probe on a specific research question. The results advocate the notion of ratio, regardless of its specific percentages, predominantly proffering positive feedback, indicating that the integration of technology is essential for supporting sustainable strategies in teaching and learning approaches. Overall, these findings provide a comprehensive body of high-quality evidence that blended learning has the potential to meritoriously support sustainable education model. It has significant practical significance in addition to its implications for empirical research. Additionally, it produces structured guidelines as a result of its thorough analysis, which may help to accelerate the adoption of blended learning.