Predictors of blended learning deployment in institutions of higher learning: theory of planned behavior perspective

Abstract

PurposeBlended learning (BL) has been increasing in popularity and demand and has developed as a common practice in institutions of higher learning. Therefore, this study develops a model to evaluate the critical predictors that determine students' acceptance and deployment of BL in institutions of higher education based on the theory of planned behavior (TPB).Design/methodology/approachThe empirical analysis entails data collected from 1,811 responses from an online survey questionnaire from students in Malaysian universities, colleges and polytechnics. Partial least square–structural equation modeling (PLS–SEM) was employed for data analysis.FindingsThe results reveal that the attitude, subjective norm, perceived behavioral control and self-efficacy were found to influence students' intention to accept BL. Moreover, results suggest that the intention of students to accept BL approach is significantly influenced by actual BL deployment.Research limitations/implicationsData were collected from students in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explored BL deployment in a Malaysian perspective.Practical implicationsFindings from this research not only add scientific evidence to BL literature but also provide a better understanding of the predictors that may motivate or discourage learners to deploy BL in institutions of higher learning.Social implicationsRespectively, findings from this study aid students to acquire and apply knowledge on how to effectively improve BL initiatives in learning activities.Originality/valueThis study is one of the fewer studies that investigate students' behavioral intentions toward BL deployment in Malaysia. Additionally, this study contributes to the understanding of the predictors that influence students' intention to accept and deploy BL in their respective institutions.

Blended Learning Readiness and Its Way Forward: The Case of Undergraduates of Universiti Utara Malaysia

“…In terms of self-efficacy, the students believe that they can participate in blended learning and find no significant difficulties to adapt to the new learning style. It is consistent with Anthony et al (2020), who also found that self-efficacy is one of the main factors influencing students' perception of blended learning in Malaysian HEIs. The findings from the study showed that the students contented that they save money and times when the assignments are required to be sent into the online platform.…”

Modeling Determinants of Lifelong Learning According to the Theory of Planned Behavior: A Proxy-Based Approach Using PIAAC Data

“…However, these studies were usually based on relatively small, highly specific samples (e.g., 152 teachers of a Californian urban school district in Dunn et al, 2018; 146 general practitioners in Iran in Hadadgar et al, 2016) or school or university student samples (e.g., Anthony Jnr et al, 2020; Chai et al, 2020; Cheon et al, 2012; Liao et al, 2011). Furthermore, these studies considered participants’ intention but not the actual performance of the behavior, and focused on specific courses or forms of learning instead of general formal, non-formal, or informal LLL (e.g., intention to participate in blended learning in Anthony Jnr et al, 2020; intention to learn Artificial Intelligence in Chai et al, 2020; intention to participate in mobile learning in Cheon et al, 2012; intention to participate in math workshops for teacher professional learning in Dunn et al, 2018; intention to use e-learning to participate in continuing medical education in Hadadgar et al, 2016; intention to continue using an e-learning website in Liao et al, 2011). Beyond that, there are initial results by Van Nieuwenhove and De Wever (2021) who applied TPB to predict more general LLL intentions in the next 12 months based on a sample of 23–65-year-old adults ( N = 335).…”

Examining the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic

“…Additionally, to ease the burden on the health sector, many countries have decided to temporarily close schools as to promote physical distancing initiatives (Mian and Khan, 2020;Van Lancker and Parolin, 2020). This has resulted to a paradigm shift in terms of learning (Jnr et al, 2020;Mulenga and Marb an, 2020), forcing educational institutions to employ alternate approaches for engaging students learning during the pandemic (Mian and Khan, 2020). Due to the disruption of COVID-19 on the society (Jnr, 2020), institutions such as universities and colleges are now employing digital technologies (Anderson et al, 2020;Keefe, 2020;Mulenga and Marb an, 2020;Zayapragassarazan, 2020) such as emergency remote teaching (ERT) and virtual learning (VL) for educational activities.…”