FACULTY PERSPECTIVES ON BARRIERS OF BLENDED-LEARNING ADOPTION: A GHANA TECHNOLOGY UNIVERSITY COLLEGE CASE STUDY

Ghana Technology University College (GTUC) adopted Blended-Learning as the main teaching and delivery approach in 2014 with the aim of uploading eighty percent of course contents online by 2021. This approach, however, has not found wide spread acceptance from faculty members. This paper presents findings from an exploratory, qualitative case study that examines the factors that inhibit faculty’s’ successful adoption of blended- learning. A total of 15 faculty members from four faculties of Ghana Technology University College (GUTC) responded to interview questions. Findings were based on content analysis of transcripts. The results of the study show that factors impacting on faculty decisions to adopt blended- learning were:- inadequate technical support, inadequate faculty capacity, wrong training approach, inadequate facilities, lack of management commitment to the implementation process, poor policy implementation, policy incoherence, poorly managed change management processes, faculty anxieties and job insecurities, faculty resistance to change, extra workload, poor delivery platform and system issues, erratic power supply and internet connectivity issues respectively. This study indicates that there are major barriers that impact against faculty adoption of blended- learning.