Towards a faculty blended learning adoption model for higher education

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Resumé

Management of the Ghana Technology University College took the decision to adopt
blended learning (BL) for teaching and learning because of its effectiveness as a
learning approach. However, academicians are apprehensive about teaching in blended
learning environment. A major study to understand the factors influencing faculty to
adopt blended learning in the university has allowed a preliminary grounded theory
model to be developed. This model identifies key factors, including pedagogy fitness,
faculty technology affinity, student positive disposition to BL and institutional readiness
lead positively to motivate faculty to adopt BL. The outcome of this research is a
faculty blended learning adoption model which highlights the process of how faculty
members situate themselves within the construct of adoption. Furthermore, the study
highlights that faculty blended learning can be understood through the lens of motivational
theories of hygiene and the competing internal and external environmental
priorities that faculty must construct and define in order to adopt blended learning.
OriginalsprogEngelsk
TidsskriftEducation and Information Technologies : Official Journal of the IFIP technical committee on Education
Sider (fra-til)1-25
Antal sider25
ISSN1360-2357
DOI
StatusUdgivet - 2020

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Blended Learning
education
hygiene
Teaching
fitness
Ghana
disposition
learning
university
management
student

Citer dette

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abstract = "Management of the Ghana Technology University College took the decision to adoptblended learning (BL) for teaching and learning because of its effectiveness as alearning approach. However, academicians are apprehensive about teaching in blendedlearning environment. A major study to understand the factors influencing faculty toadopt blended learning in the university has allowed a preliminary grounded theorymodel to be developed. This model identifies key factors, including pedagogy fitness,faculty technology affinity, student positive disposition to BL and institutional readinesslead positively to motivate faculty to adopt BL. The outcome of this research is afaculty blended learning adoption model which highlights the process of how facultymembers situate themselves within the construct of adoption. Furthermore, the studyhighlights that faculty blended learning can be understood through the lens of motivationaltheories of hygiene and the competing internal and external environmentalpriorities that faculty must construct and define in order to adopt blended learning.",
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author = "Ahmed Antwi-Boampong",
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AB - Management of the Ghana Technology University College took the decision to adoptblended learning (BL) for teaching and learning because of its effectiveness as alearning approach. However, academicians are apprehensive about teaching in blendedlearning environment. A major study to understand the factors influencing faculty toadopt blended learning in the university has allowed a preliminary grounded theorymodel to be developed. This model identifies key factors, including pedagogy fitness,faculty technology affinity, student positive disposition to BL and institutional readinesslead positively to motivate faculty to adopt BL. The outcome of this research is afaculty blended learning adoption model which highlights the process of how facultymembers situate themselves within the construct of adoption. Furthermore, the studyhighlights that faculty blended learning can be understood through the lens of motivationaltheories of hygiene and the competing internal and external environmentalpriorities that faculty must construct and define in order to adopt blended learning.

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