Top

Technology, Knowledge and Learning

Published in:

05-03-2021 | Original research

Towards an Institutional Blended Learning Adoption Model for Higher Education Institutions

Authors: Ahmed Antwi-Boampong, Anthony Junior Bokolo

Published in: Technology, Knowledge and Learning | Issue 3/2022

Activate our intelligent search to find suitable subject content or patents.

search-config

AI-assisted search

Off

Abstract

There has been considerable interest in Blended learning (BL) and how it is transforming teaching and learning in higher education institutions. Research in this area is focused on course level issues in relation to how students and faculty members interact and adopt blended learning, with very limited focus on institutional adoption. There is the need for more institutional adoption research to guide how higher education institutions shape policies as they transition from the traditional face to face delivery model to fully blended universities. This study adopts a grounded theory methodology to investigate institutional BL adoption initiatives. A public university in Ghana, which is in its early/adoption implementation stage, is selected as a case study and analysed using the constant comparative analytical technique. The university management took a decision in 2013 to transition from face to face delivery to a fully adopted blended learning approach. The university subsequently adopted a BL policy which, among other things, directed faculty members to teach courses via a mix of face to face and online using a Moodle Learning Management System (LMS). Findings from this study present the identified factors that influence and impact the adoption of BL program in institutions. Findings from this study suggest that institutional decision to adopt or reject BL is influenced by the level of the institutional desire to adopt blended learning and the level of the institution’s intention to adopt blended. The outcome of the findings is developed into an institutional adoption model to guide managers of institutions intending to transition to BL delivery model.

previous article Engaging Students Through Educational Podcasting: Three Stories of Implementation

next article Information Communication Technology in schools: Students Exercise ‘Digital Agency’ to Engage with Learning

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

inform now

Springer Professional "Technik"

Online-Abonnement

Mit Springer Professional "Technik" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 390 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Maschinenbau + Werkstoffe

Jetzt Wissensvorsprung sichern!

inform now

Available only for authorised users

Adebayo, O., Iwu-James, J., Olawoyin, O., Fagbohun, O., Esse, U., Yusuf, F., Owolabi, S. (2019). Blended learning in higher education: implication and strategies for academic library support. In INTED2019 Proceedings, 1(March), (pp. 7210–7217). https://doi.org/10.21125/inted.2019.1746

Adekola, J., Dale, V. H. M., & Gardiner, K. (2017a). Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology. https://doi.org/10.25304/rlt.v25.1973CrossRef

Adekola, J., Dale, V. H. M., Gardiner, K., Murray, J.-A., & Fischbacher-Smith, M. (2017). Institutional and student transitions to into blended learning. In 3rd International Enhancement in Higher Education Conference, (pp 1–10) Glasgow, UK.

Adekola J., Dale, V., & Powell, K. (2017). Student transitions to blended learning – challenges and solutions

Ansong, E., Boateng, R., Boateng, S. L., & Anderson, A. B. (2017). The nature of e-learning adoption by stakeholders of a university in Africa. E-Learning and Digital Media, 14(4), 226–243. https://doi.org/10.1177/2042753017731235CrossRef

Apandi, A. M., & Raman, A. (2020). Factors affecting successful implementation of blended learning at higher education. International Journal of Instruction, Technology, and Social Sciences, 1(1), 13–23.

Asabere, N., Togo, G., Acakpovi, A., Torby, W., & Ampadu, K. (2017). AIDS: An ICT model for integrating teaching, learning and research in technical university education in Ghana. International Journal of Education and Development Using Information and Communication Technology, 13(3), 162–183.

Asampana, I., Akanferi, A. A., & Ami-Narh, J. (2017). Reasons for poor acceptance of web-based learning using an LMS and VLE in Ghana. Interdisciplinary Journal of Information, Knowledge, and Management. https://doi.org/10.28945/3742CrossRef

Asante, J. N. (2014). The State of ICT integration in the early years in ghana schools. Literacy Information and Computer Education Journal, Special, 3(1), 1750–1757.CrossRef

Asunka, S. (2008). October – 2008 online learning in higher education in Sub-Saharan Africa : Ghanaian university students experiences and perceptions. The International Review of Research in Open and Distributed Learning, 9(3), 1–23.CrossRef

Asunka, S. (2013). Overcoming barriers to instructor adoption of a learning management system. Cases on Educational Technology Implementation for Facilitating Learning. https://doi.org/10.4018/978-1-4666-3676-7.ch014CrossRef

Atuahene, F., & Owusu-Ansah, A. (2013). A descriptive assessment of higher education access, participation, equity, and disparity in Ghana. SAGE Open, 3(3), 1–16. https://doi.org/10.1177/2158244013497725CrossRef

Awidi, I. T. (2013). E-learning Implementation Strategies for an ICT-Challenged Environment : Case of the University of Ghana, Legon. Retrieved from https://ro.ecu.edu.au/theses/573

Bervell, B., & Umar, I. N. (2020). Blended learning or face-to-face? does tutor anxiety prevent the adoption of learning management systems for distance education in Ghana? Open Learning, 35(2), 159–177. https://doi.org/10.1080/02680513.2018.1548964CrossRef

Blankson, H. (2015). The impact of e-learning on teaching and learning in Cape Coast polytechnic. African Journal of Applied Research (AJAR), 1(1), 262–272. https://doi.org/10.1525/aeq.1992.23.1.05x1104lCrossRef

Blieck, Y., Zhu, C., Schildkamp, K., Struyven, K., Pynoo, B., & Cindy, L. (2020). A conceptual model for effective quality management of online and blended learning. Electronic Journal of E-Learning, 18(2), 189–204.CrossRef

Bohle Carbonell, K., Dailey-Hebert, A., & Gijselaers, W. (2013). Unleashing the creative potential of faculty to create blended learning. Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2012.10.004CrossRef

Bokolo, A., Kamaludin, A., Romli, A., Mat Raffei, A. F., A/L Eh Phon, D. N., Abdullah, A., Baba, S. (2020). A managerial perspective on institutions’ administration readiness to diffuse blended learning in higher education: Concept and evidence. Journal of Research on Technology in Education, 52(1), 37–64. https://doi.org/10.1080/15391523.2019.1675203

Buchanan, T., Sainter, P., & Saunders, G. (2013). Factors affecting faculty use of learning technologies: implications for models of technology adoption. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-013-9066-6CrossRef

Casanovas, I. (2010). Exploring the current theoretical background about adoption through institutionalization of online education in Universities: needs for further research. Electronic Journal of E-Learning, 8(2), 73–84.

Charbonneau-gowdy, P., Frenzel, M., & Bello, U. A. (2016). Converting from ‘ Doubter ’ to Promoter of Blended Learning Approaches in Higher Education.

Charmaz, K. (2015). Grounded theory: Methodology and theory construction. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (Second Edi, Vol. 10). https://doi.org/10.1016/B978-0-08-097086-8.44029-8

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5CrossRef

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2004.02.001CrossRef

Garrison, D. R., & Vaughan, N. D. (2013). Institutional change and leadership associated with blended learning innovation: Two case studies. Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2012.09.001CrossRef

Gautreau, C. (2011). Motivational factors affecting the integration of a learning management system by faculty. Journal of Educators Online. https://doi.org/10.9743/JEO.2011.1.2CrossRef

Gautreau, C. (2016). Motivational factors affecting the integration of a learning management system by faculty. The Journal of Educators Online. https://doi.org/10.9743/jeo.2011.1.2CrossRef

Georgieva, S., & Allan, G. (2008). Best practices in project management through a grounded theory lens. Electronic Journal of Business Research Methods, 6(1), 43–52.

Glaser, B. G. (2002). Conceptualization: On theory and theorizing using grounded theory. International Journal of Qualitative Methods, 1(2), 23–38. https://doi.org/10.1177/160940690200100203CrossRef

Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4–14. https://doi.org/10.1016/j.iheduc.2012.09.003CrossRef

Güzer, B., & Caner, H. (2014). The past, present and future of blended learning: an in depth analysis of literature. Procedia - Social and Behavioral Sciences, 116, 4596–4603. https://doi.org/10.1016/j.sbspro.2014.01.992CrossRef

Khan, B. H. (2002). A framework for E-learning. Educational Technology, 42(1), 59–60.

Kituyi, G., & Tusubira, I. (2013). A framework for the integration of e-learning in higher education institutions in developing countries Geoffrey Kituyi and Irene Tusubira Makerere university business school, Uganda. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 9(2), 19–36.

Koehler, M. J., Mishra, P., & Cain, W. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://doi.org/10.1177/002205741319300303CrossRef

Korpelainen, E. (2011). Theories of ICT system implementation and adoption - a critical review. Aalto University, 57.

Kotoua, S., Ilkan, M., & Kilic, H. (2015). The growing of online education in Sub Saharan Africa: Case study Ghana. Procedia - Social and Behavioral Sciences, 191, 2406–2411. https://doi.org/10.1016/j.sbspro.2015.04.670CrossRef

Kumi-Yeboah, A., Young, W., & Boadu, K. (2013). 21st century distance learning in Sub-Saharan Africa: distance and blended learning in Ghana. In Advancing Technology and Educational Development through Blended Learning in Emerging Economies, (September), (p 142). https://doi.org/10.4018/978-1-4666-4574-5.ch008

Licqurish, S., & Seibold, C. (2011). Applying a contemporary grounded theory methodology. Nurse Researcher, 18(4), 11–16. https://doi.org/10.7748/nr2011.07.18.4.11.c8630CrossRef

Liu, Q., Geertshuis, S., & Grainger, R. (2020). Understanding academics adoption of learning technologies: A systematic review. Computers and Education, 151(February), 103857. https://doi.org/10.1016/j.compedu.2020.103857CrossRef

Lysek, M. H. T. (2018). A grounded theory on obtaining congruence in decision making. The Grounded Theory Review, 17(1), 70.

Maloney, S., Nicklen, P., Rivers, G., Foo, J., Ooi, Y. Y., Comm, M., & Ilic, D. (2015). A cost-effectiveness analysis of blended versus face-to-face delivery of evidence-based medicine to medical students. Journal of Medical Internet Research, 17(7), 1–11. https://doi.org/10.2196/jmir.4346CrossRef

Marfo, J. S., & Okine, R. K. (2016). Implementation of e-Learning in Ghanaian Tertiary Institutions (A case study of KNUST ). E-Learning, 3(9), 29–41.

Mirata, V., Hirt, F., Bergamin, P., & van der Westhuizen, C. (2020). Challenges and contexts in establishing adaptive learning in higher education: Findings from a Delphi Study. International Journal of Educational Technology in Higher Education. https://doi.org/10.1186/s41239-020-00209-yCrossRef

Moser, F. Z. (2007). Faculty adoption of educational technology: Educational technology support plays a critical role in helping faculty add technology to their teaching. Educause Quarterly, 30(1), 66–69.

Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, 19(3), 207–216. https://doi.org/10.1108/10748121111163913CrossRef

Nunes, J. M. B., Martins, J. T., Zhou, L., Alajamy, M., & Al-Mamari, S. (2010). Contextual sensitivity in grounded theory: The role of pilot studies. The Electronic Journal of Business Research Methods, 8(2), 73–84.

Ocak, M. A. (2011). Why are faculty members not teaching blended courses? Insights from faculty members. Computers & Education, 56(3), 689–699.CrossRef

Owston, R., York, D., & Malhotra, T. (2019). Blended learning in large enrolment courses: student perceptions across four different instructional models. Australasian Journal of Educational Technology, 35(5), 29–45.

Pereira, I., & Figueiredo, A. D. (2010). Promoting motivation and participation in higher education: A b-learning experience. In Proceedings - Frontiers in Education Conference, FIE, (pp. 1–6). https://doi.org/10.1109/FIE.2010.5673204

Previtali, P., & Scarozza, D. (2019). Blended learning adoption: A case study of one of the oldest universities in Europe. International Journal of Educational Management, 33(5), 990–998. https://doi.org/10.1108/IJEM-07-2018-0197CrossRef

Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A Systematic Review. Computers and Education, 144(March 2019), 103701. https://doi.org/10.1016/j.compedu.2019.103701

Rowley, J. (2012). Conducting research interviews. Management Reserach Review, 35(3/4), 260–271.CrossRef

Samarawickrema, G., & Stacey, E. (2007). Adopting web-based learning and teaching: A case study in higher education. Distance Education. https://doi.org/10.1080/01587910701611344CrossRef

Siddiquee, T. A. R., Abdullah, F. B., Sanusi, A., & Hasan, M. K. (2019). The Blended Learning (B-Learning): present status and future prospects. Researchgate.Net, (November). Retrieved from https://www.researchgate.net/profile/Tahir_Abdul_Rahman_Siddiquee/publication/337415296_The_Blended_Learning_B-Learning_Present_Status_and_Future_Prospects/links/5dd6609c458515cd48b08b8b/The-Blended-Learning-B-Learning-Present-Status-and-Future-Prospects.

Stein, J., & Graham, C. R. (2020). Essentials for blended learning. Essentials for Blended Learning. https://doi.org/10.4324/9781351043991CrossRef

Tamanja, E., & Pajibo, E. (2019). Ghana’S free senior high school policy: evidence and insight from data. In: EDULEARN19 Proceedings, 1(May), (pp 7837–7846). https://doi.org/10.21125/edulearn.2019.1906

Taplin, R. H., Kerr, R., & Brown, A. M. (2013). Who pays for blended learning? a cost–benefit analysis. Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2012.09.002CrossRef

Tawiah, R., Lamptey, R. B., Okyere, G. A., Oduro, W., & Thompson, M. O. (2019). Review of e-Learning environment at the Kwame Nkrumah university of science and technology, Ghana. Library Philosophy and Practice (e-journal). 2337

Taylor, J. A., & Newton, D. (2013). Beyond blended learning: a case study of institutional change at an Australian regional university. Internet and Higher Education. https://doi.org/10.1016/j.iheduc.2012.10.003CrossRef

Tshabalala, M., Ndeya-Ndereya, C., & Van Der Merwe, T. (2014). Implementing blended learning at a developing university: Obstacles in the way. The Electronic Journal of E-Learning, 12(1), 101–110.

Yeou, M. (2016). An investigation of student’s acceptance of moodle in a blended learning setting using technology acceptance model. Journal of Educational Technology Systems, 44(3), 300–318.CrossRef

Title: Towards an Institutional Blended Learning Adoption Model for Higher Education Institutions
Authors: Ahmed Antwi-Boampong
Anthony Junior Bokolo
Publication date: 05-03-2021
Publisher: Springer Netherlands
Published in: Technology, Knowledge and Learning / Issue 3/2022
Print ISSN: 2211-1662
Electronic ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-021-09507-4

Investigation of The Web-based Self-Assessment System Based on Assessment Analytics in Terms of Perceived Self-intervention

Original research

Examining the Primacy and Recency Effect on Learning Effectiveness with the Application of Interactive Response Systems (Irs)

Original research

Methodological Elements for the Implementation of Data Acquisition Systems as Support for Experimental Activity in the Physics Teaching

Original research

Usable and Useful Help in Literature Database Search? A Pedagogical Implementation and the Evaluation of an Interactive Screencast for Iraqi University Students

Open Access
Original research

The Patterns of School Improvement in Digitally Innovative Schools

Open Access
Original research

Engaging Students Through Educational Podcasting: Three Stories of Implementation

Original research

Springer Professional

Towards an Institutional Blended Learning Adoption Model for Higher Education Institutions

Abstract

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Other articles of this Issue 3/2022

Investigation of The Web-based Self-Assessment System Based on Assessment Analytics in Terms of Perceived Self-intervention

Examining the Primacy and Recency Effect on Learning Effectiveness with the Application of Interactive Response Systems (Irs)

Methodological Elements for the Implementation of Data Acquisition Systems as Support for Experimental Activity in the Physics Teaching

Usable and Useful Help in Literature Database Search? A Pedagogical Implementation and the Evaluation of an Interactive Screencast for Iraqi University Students

The Patterns of School Improvement in Digitally Innovative Schools

Engaging Students Through Educational Podcasting: Three Stories of Implementation

Premium Partners

Springer Professional

Abstract

Please log in to get access to your license.

Dont have a licence yet? Then find out more about our products and how to get one now:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Technik"

Investigation of The Web-based Self-Assessment System Based on Assessment Analytics in Terms of Perceived Self-intervention

Examining the Primacy and Recency Effect on Learning Effectiveness with the Application of Interactive Response Systems (Irs)

Methodological Elements for the Implementation of Data Acquisition Systems as Support for Experimental Activity in the Physics Teaching

Usable and Useful Help in Literature Database Search? A Pedagogical Implementation and the Evaluation of an Interactive Screencast for Iraqi University Students

The Patterns of School Improvement in Digitally Innovative Schools

Engaging Students Through Educational Podcasting: Three Stories of Implementation