Öz
Kaynakça
- 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. INTED2019 Proceedings, 1(March), 7210–7217. https://doi.org/10.21125/inted.2019.1746
- Alammary, A., Sheard, J., & Carbone, A. (2016). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology. https://doi.org/10.14742/ ajet.693
- Ali, G., Buruga, B. A., & Habibu, T. (2019). SWOT Analysis of Blended Learning in Public Universities of Uganda: A Case Study of Muni University. J, 2(4), 410–429. https://doi.org/10.3390/j2040027
- Asunka, S. (2013). Overcoming Barriers to Instructor Adoption of a Learning Management System. In Cases on Educational Technology Implementation for Facilitating Learning. https://doi.org/10.4018/978- 1-4666-3676-7.ch014
Öz
Blended Learning has not attained campus-wide integration and adoption as the preferred teaching delivery mode by faculty members a few years after the management of a public university in Ghana decided to move from face to face delivery to the blended mode. This study investigates the barriers impacting faculty Blended Learning in Ghana. The study uses an exploratory qualitative approach to investigate the barriers to faculty non-adoption of blended learning. It also investigates their perceptions and experiences. A total of 22 faculty members from four faculties of the university were purposively selected and interviewed for this study. The data were coded and analyzed using a constant comparative analytical method. Thematic analysis was then applied to generate themes for the findings. The study found four themes that inductively constitute barriers to faculty BL adoption. These are infrastructure, faculty concerns, institutional, technical support barriers. The study provides insights into the lived experiences of faculty members relative to the impediments they face in adopting BL. Thus, administrative managers need to avert their attention to institutional related barriers, faculty related concerns, technical barriers, and infrastructure-related barriers when implementing BL.
Anahtar Kelimeler
Blended Learning faculty adoption thematic analysis adoption barriers developing country.
Kaynakça
- 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. INTED2019 Proceedings, 1(March), 7210–7217. https://doi.org/10.21125/inted.2019.1746
- Alammary, A., Sheard, J., & Carbone, A. (2016). Blended learning in higher education: Three different design approaches. Australasian Journal of Educational Technology. https://doi.org/10.14742/ ajet.693
- Ali, G., Buruga, B. A., & Habibu, T. (2019). SWOT Analysis of Blended Learning in Public Universities of Uganda: A Case Study of Muni University. J, 2(4), 410–429. https://doi.org/10.3390/j2040027
- Asunka, S. (2013). Overcoming Barriers to Instructor Adoption of a Learning Management System. In Cases on Educational Technology Implementation for Facilitating Learning. https://doi.org/10.4018/978- 1-4666-3676-7.ch014
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Temmuz 2021 |
| Gönderilme Tarihi | 11 Ekim 2020 |
| Yayımlandığı Sayı | Yıl 2021 Cilt: 22 Sayı: 3 |