A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education

• Published in: The Internet and higher education Vol. 28; pp. 17 - 27
• Main Authors: Porter, Wendy W., Graham, Charles R., Bodily, Robert G., Sandberg, Daniel S.
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.01.2016
• Subjects: Blended learning; Faculty adoption; Higher education policy; Hybrid learning; Institutional adoption; Faculty adoption; Institutional adoption; Hybrid learning; Blended learning; Higher education policy
• ISSN: 1096-7516; 1873-5525
• DOI: 10.1016/j.iheduc.2015.08.003

The authors previously proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (a) awareness/exploration, (b) adoption/early implementation, and (c) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. In this paper, the authors applied that framework as well as Rogers' (2003) diffusion of innovations theory to determine the degree to which institutional strategy, structure, and support measures facilitate or impede BL adoption among higher education faculty. In addition, the authors explored whether higher education faculty's innovation adoption category affects which measures facilitate or impede BL adoption. To achieve these objectives, the authors surveyed 214 faculty and interviewed 39 faculty at a school in the adoption/early implementation stage of BL adoption. The authors published the survey results in a prior article. The current article explores the results of the interviews. •We examine how institutional decisions facilitate or impede faculty BL adoption.•We explore how faculty's innovation adoption category affects their BL adoption.•Addressing the needs of early and late majority faculty facilitates BL adoption.•Their needs include specific BL strategy, structure, and support considerations.