Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review

Autor/inn/en	Anthony, Bokolo, Jr.; Kamaludin, Adzhar; Romli, Awanis; Raffei, Anis Farihan Mat; Phon, Danakorn Nincarean A. L. Eh; Abdullah, Aziman; Ming, Gan Leong
Titel	Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review
Quelle	In: Technology, Knowledge and Learning, 27 (2022) 2, S.531-578 (48 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anthony, Bokolo, Jr.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2211-1662
DOI	10.1007/s10758-020-09477-z
Schlagwörter	Blended Learning; Program Implementation; Higher Education; Adoption (Ideas); Technology Uses in Education; Educational Innovation + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ideas; Ideenfindung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Instructional innovation; Bildungsinnovation
Abstract	Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01