Towards a faculty blended learning adoption model for higher education

Antwi-Boampong, Ahmed

doi:10.1007/s10639-019-10019-z

Cited by 29 publications

(13 citation statements)

References 43 publications

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“…Evans et al (2020) reported that teachers successfully engaged with blended learning to support their student and made extensive use of features and tools of the adopted LMS after their participation in a professional development training course. Previous studies (Antwi-Boampong, 2020; Strom and Porfilio, 2019) have also highlighted the necessity of professional development training for the teachers for better understanding of the blended learning pedagogy and improved teaching practices for overall motivation and willingness of the teachers. Overall, it can be said that teachers have to play a significant role in successfully attaining the goal of blended learning.…”

Section: Introductionmentioning

confidence: 99%

Promoting student-centred blended learning in higher education: A model

Islam

Sarker

Islam

2021

E-Learning and Digital Media

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This empirical study is conducted in a blended learning setting of a technology-focused private university in Bangladesh to offer a model that could help attain a comprehensive goal of blended learning. The main objectives of this study are to examine course design in a blended learning setting, strategies adopted by the course teachers to maximize students’ online interactions in a collaborative manner and how well these strategies had an impact on quality of blended teaching and learning in tertiary education. Drawing upon a quasi-experimental approach, qualitative data were collected by observing the teaching and learning activities of a course named ‘Bangladesh Studies’ over a four-month semester. Findings of this study suggest a model that would allow better student–teacher interaction in both synchronous and asynchronous modes of teaching and learning based on three sequential stages such as referring to and discussing online peer-group comments in the regular face-to-face classes in asynchronous mode (stage 1), off-campus synchronous mode of interactions to utilize students’ personal study hours (stage 2) and off-campus asynchronous mode of interactions to offer flexibility for collaborative learning (stage 3). It is argued that the model that has been offered could be useful in promoting innovative and contextual pedagogy which will essentially involve students in sharing, interacting and collaborating discussions for knowledge construction and hereby enable overall cognitive development of students in a blended learning environment.

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Section: Introductionmentioning

confidence: 99%

Promoting student-centred blended learning in higher education: A model

Islam

Sarker

Islam

2021

E-Learning and Digital Media

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“…As it was decided to work within the running, productive environment of the higher education institution as soon as possible, convincing the university's IT department to set up our solution within their running environment required additional security and privacy arrangements. Such issues have been documented in recent publications regarding privacy issues and ethical dilemmas in learning analytics (Ifenthaler & Schumacher, 2016, 2019Slade & Prinsloo, 2013;West, Huijser, & Heath, 2016).…”

Section: Dealing With Data Privacy Requirementsmentioning

confidence: 94%

“…Research on change management is mainly conducted in business and management (Garg & Jain, 2008), health (Sandbaek, Helgheim, Larsen, & Fasting, 2014), environment (Turvey, Kanavillil, Murray, & Reyes, 2018), and computer science (Xiu, Yang, & Zhao, 2019). However, research on change management directly linked to education and more specifically to learning analytics is scarce (Antwi-Boampong, 2019).…”

Section: Introductionmentioning

confidence: 99%

Change Management for Learning Analytics

Ifenthaler

2020

Advances in Analytics for Learning and Teaching

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“…Through six semi-structured interviews, Mozelius and Rydell [43] spotted four problems and barriers (extra time needed to learn new technology tools, lack of support for acquaintance with critical functions of LMS, and discomfort with understanding and implementing effective online pedagogy) hindering a successful implementation of BL at university, in Sweden. Antwi-Boampong [44] used a grounded theory approach and interviewed 22 teachers to gain an in-depth understanding of the processes influencing the implementation of BL in Ghanaian institutions. In Zimbabwe, Dube [45] interviewed 14 faculty members in order to uncover the challenges they associated with a successful implementation of BL.…”

Section: Theory Of Planned Behaviour and Blended Learningmentioning

confidence: 99%

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

Verpoorten

Huart

Detroz

et al. 2022

E-Learning and Digital Education in the Twenty-First Century

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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.

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Towards a faculty blended learning adoption model for higher education

Cited by 29 publications

References 43 publications

Promoting student-centred blended learning in higher education: A model

Promoting student-centred blended learning in higher education: A model

Change Management for Learning Analytics

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

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