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Factors Predisposing Academics towards the Use of Blended Strategies: A Model
ARTICLE

, School of Information and Communication Technology, Griffith University, Meadowbrook, QLD, Australia

IJAVET Volume 5, Number 3, ISSN 1947-8607 Publisher: IGI Global

Abstract

Universities are investing considerable resources into blended learning as an institutional strategy to respond to pressures of uncertain economies, increasing globalisation, and the changing expectations of cohorts of digitally savvy students. However, the widespread adoption of effective blended teaching practices has generally not been achieved. A greater understanding of academics' blended teaching practices is needed to facilitate the uptake of effective blended practices on a larger scale. By exploring how various factors influence academics' use of technology with face-to-face teaching, the study makes a contribution to the understanding of academics' blended practices. The study described in this paper uses a mixed method, two phase methodology to develop a predictive model of blended strategy use. A major finding of the study is gender differences in factors predisposing academics towards blended strategy. Factors predisposing academics towards the use of blended in strategies in current practice were found to be: perceived usefulness (but only for male academics), higher education teaching experience, and self-efficacy (but only for females). Significant factors influencing academics' intentions for future blended practice were found to be: perceived usefulness, current use of blended strategies and, for female academics, perceived feasibility.

Citation

Torrisi-Steele, G. (2014). Factors Predisposing Academics towards the Use of Blended Strategies: A Model. International Journal of Adult Vocational Education and Technology, 5(3), 1-20. IGI Global. Retrieved June 25, 2019 from .

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