INSTITUTIONAL ADOPTION AND IMPLEMENTATION OF BLENDED LEARNING: DIFFERENCES IN STUDENT PERCEPTIONS
Abstract
Blended learning (BL) has been a popular mode of course delivery in higher education, aiming to provide students with better learning experiences by integrating face-to-face (f2f) instructions and affordances of digital technology. However, lack of knowledge about how students perceive BL cross-disciplines can make it difficult for teachers to provide consistent learning experiences to students, yielding inequity in learning experiences. This study aims to explore how university students perceive BL, and to compare differences in perceptions across subjects. Participants were 407 university students from eight subject disciplines. Data were collected through a questionnaire and were analysed using SPSS. A one-way ANOVA was performed to compare the differences between the groups. Results showed, students were generally happy about use of BL, despite facing multiple barriers in using the learning approach. Results further revealed, students studying tourism/hospitality, and business subjects were more negative about BL, while students in science and engineering, and Islamic studies faculties were more receptive to BL compared to the rest of the university. Implications for adoption and implantation of BL, and teacher support are discussed.
Keywords
blended learning, adoption of technology, institutional adoption, higher education, TAM
Supporting Institution
No funding
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