Institutional factors for faculty members' implementation of blended learning in higher education

Abstract

PurposeThe aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher education and further validate the model.Design/methodology/approachQuantitative methodology was employed, and data were gathered through questionnaires among 188 e-learning directors, managers and coordinators at faculty/department in institutions, which implement BL.FindingsFindings reveal that BL implementation by faculty members is significantly influenced by coercive, normative and mimetic pressures. Findings from this study also identified institutional initiatives that influence BL implementation. Accordingly, findings from this study provide insights into the institutional theory perspective toward BL. The findings support higher education to plan and initiate BL policies.Research limitations/implicationsData were collected from faculty members in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explore BL deployment from the lens of faculty members.Practical implicationsThis research contributes to the existing literature on the institutional theory and BL by presenting significant initiatives as practical suggestions for educationalist and policymakers. Therefore, this study provides practical implications to better understand BL initiatives by providing insights into how institutions can improve faculty members' satisfaction levels, improving course management, enriching teaching quality and enhancing learning content.Social implicationsThe findings provided in this study can be employed to design practices, policies and a culture that support continuance use of BL systems among faculty members to achieve an effective institutional outcome.Originality/valueThis study contributes to existing BL adoption and develops a model to examine faculty member implementation of BL approach. This research has several suggestions for higher education in terms of practice to support adoption of BL. The developed model can also be employed by academics, administration and institutions to determine success initiatives for achieving an appropriate change in adopting BL in their institutions.

Developing a Blended Learning Model in Islamic Religious Education to Improve Learning Outcomes

“…Designing a BL model becomes an instructional innovation during the pandemic. Instructional innovations must be able to increase result learning [6], [10] with mixed classroom (onsite) and e-learning (online) [11]. The BL model provides broad opportunities for students to learn [4], [12].…”

“…Ustun et al [38] reported a study to assist and teach a BL course in higher education. Bokolo Anthony [6] reported faculty institutional initiatives that affect the implementation of BL. Mülle et al [39] reviewed the impact of replacing classroom time with BL on higher education institutions.…”

“…The COVID-19 pandemic has changed the instructional. Many researchers have recognized computer to instructional innovations [6]- [9]. Blended learning (BL) is believed to be instructional innovations [6], [10].…”

“…Many researchers have recognized computer to instructional innovations [6]- [9]. Blended learning (BL) is believed to be instructional innovations [6], [10]. BL combines between the best teaching in classroom (onsite) and e-learning (online) [11].…”

Blended learning in entrepreneurship education: a systematic literature review

“…Blended learning in higher education Within higher education, blended learning has received much scholarly attention over recent years (Anthony, 2021b;Anthony et al, 2020;Dziuban et al, 2018). As a complete examination of blended learning in higher education would be beyond the scope of this article, this section provides a brief overview of recently published review articles on the subject.…”