Keywords

blended learning, hybrid learning, faculty adoption, institutional adoption, higher education policy

Abstract

The authors previously proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (a) awareness/exploration, (b) adoption/early implementation, and (c) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. In this paper, the authors applied that framework as well as Rogers' (2003) diffusion of innovations theory to determine the degree to which institutional strategy, structure, and support measures facilitate or impede BL adoption among higher education faculty. In addition, the authors explored whether higher education faculty's innovation adoption category affects which measures facilitate or impede BL adoption. To achieve these objectives, the authors surveyed 214 faculty and interviewed 39 faculty at a school in the adoption/early implementation stage of BL adoption. The authors published the survey results in a prior article. The current article explores the results of the interviews.

Original Publication Citation

Porter, W. W., Graham, C. R., Bodily, R., & Sandberg, D. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet and Higher Education, 28(1), 17–27. doi:10.1016/j.iheduc.2015.08.003

Document Type

Peer-Reviewed Article

Publication Date

2016

Publisher

Internet and Higher Education

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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