Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory

Abstract

Before the COVID-19 pandemic, the Teaching and Learning Centre of the University of Liège (Belgium) administered a questionnaire to disclose the main predictors of faculty’s intention to resort, within a timespan of two years, to blended learning in at least one of their courses. The instrument was constructed according to the Theory of Planned Behaviour, a sound conceptual framework for probing intentions and their antecedents. In the responses of 114 faculty members, multiple regression analyses detected that attitude towards blended learning, subjective norm and perceived control explained 73% of the intention to use blended designs for teaching purposes in a not too distant future. Data treatment also singled out beliefs working indirectly in favour of the intention to use hybrid approaches: the inclination to think of blended learning altogether in a student-centred, conformist and pragmatic way. Moreover, respondents who declared having already used blended learning in the past expressed stronger opinions congruent with the constructs of attitude, norm and perceived control. The results also establish that pre-lockdown e-learning practices remained rather basic. A better knowledge of what can facilitate or impair the diffusion of blended learning is of importance for higher education institutions and their staff training efforts.

A double-edged sword: Teachers’ perceptions of the benefits and challenges of online teaching and learning in higher education

“…But the experience was sufficient to drive HE institutions to more hybrid territories: many are now supporting the adoption of online and blended teaching and learning models as a means to enable higher flexibility between online and face-toface experiences, and to ensure continuity of teaching and learning through future emergency situations (Joosten et al, 2021;Pelletier et al, 2021). Reports from different HE institutions suggest there will be an increase in online and blended modes of delivery and reveal teachers' intention to adopt them (Bartolic & Guppy, 2021;Guppy et al, 2022;Verpoorten et al, 2020). As such, looking at teachers' perceptions of the benefits and challenges in a time of rapid change, without adequate professional development and support for transitioning may facilitate future actions related with the development and implementation of future online and blended practices.…”

“…Increasing knowledge on such affordances may contribute to fostering teachers' confidence and ability to integrate digital technologies meaningfully in their practices (Ertmer et al, 2015). Professional development programs should also be developed in the contexts in which teachers will be exercising their practice in the future, which are predicted to rely mostly on blended modes (Joosten et al, 2021;Pelletier et al, 2021;Verpoorten et al, 2020;). As such, teachers should be trained in blended-based contexts so that they are immersed in the scenarios they may be encountering.…”

“…While different studies suggest it sparked an unstoppable digitalization of Higher Education (HE) (García-Morales et al, 2021;Guppy et al, 2022;Zawacki-Richter, 2020), others suggest it exposed HE failures to face the demands, as well as teachers' unpreparedness to use digital technologies to support OTL practices (Dhawan, 2020;Watermeyer et al, 2021). As online modes of delivery, particularly blended ones, tend to continue and to expand (Pelletier et al, 2021;Verpoorten et al, 2020;Zawacki-Richter, 2020), the adoption of new pedagogical practices and the integration of digital technologies are pivotal.…”

Factors Determining Blended Learning Receptiveness Among Malaysian Academicians

“…In this vein, MMU educators conceded that colleagues and other surrounding individuals remarkably affected blended learning adoption intentions. Likewise, Verpoorten et al (2020) affirmed that educators were affected by colleagues who utilised blended learning in at least one course. Perceived behavioural control also demonstrated a significant relationship with blended learning receptiveness among Malaysian academicians.…”