A Thematic and Grounded Theory Understanding of Faculty Adoption of Blended Learning in Higher Education

This paper assesses the teaching and learning experiences of faculty understanding of blending learning in a Higher Education Institutions (HEIs) in Ghana. The driving force for this paper is the transformational agenda of most HEIs to integrate technology with teaching and learning. The study posit...

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Bibliographic Details
Published inEuropean Conference on e-Learning pp. 621 - XII
Main Authors Antwi-Boampong, Ahmed, Freeman, Emmanuel, Muat, Hannah
Format Conference Proceeding
LanguageEnglish
Published Kidmore End Academic Conferences International Limited 01.11.2019
Subjects
Blended Learning
Colleges & universities
Distance learning
Educational Environment
Educational technology
Grounded Theory
Higher Education
Higher education institutions
Learning
Online instruction
Students
Teaching
Teaching Methods
Technology assessment
Australia
Europe
Ghana
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Summary:This paper assesses the teaching and learning experiences of faculty understanding of blending learning in a Higher Education Institutions (HEIs) in Ghana. The driving force for this paper is the transformational agenda of most HEIs to integrate technology with teaching and learning. The study posits that the adoption of blended learning for teaching and learning by faculty members in HEIs interplay with external and internal factors within and without the universities. Nonetheless, blended learning approaches in teaching boils down to motivation as the core concern around which these afore mentioned factors revolve. The experiences of fifteen faculty members using blended learning at the Ghana Technology University College was analysed using Thematic Analysis and Grounded Theory to develop a BL model. The paper describes the faculty blended learning adoption model and explains the model constructs and their relationships. The study indicated that staff motivation is at the core of the emergent theory of faculty adoption and presents institutional readiness, faculty technology affinity, student disposition to adopt blended learning and pedagogy fitness as constructs within and without the blended learning environment which positively influences faculty to adopt blended learning for teaching and learning.
ISSN:2048-8637
2048-8645
DOI:10.34190/EEL.19.112