Institutional factors for faculty members' implementation of blended learning in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bokolo Anthony Jnr.
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Institutional Theory ◽  
Teaching Quality ◽  
Faculty Members ◽  
Quantitative Methodology ◽  
Content Type ◽  
E Learning ◽  
Faculty Department ◽  
Practical Implications

PurposeThe aim of this study is to develop a model grounded by the institutional theory to investigate blended learning (BL) implementation among faculty members in higher education and further validate the model.Design/methodology/approachQuantitative methodology was employed, and data were gathered through questionnaires among 188 e-learning directors, managers and coordinators at faculty/department in institutions, which implement BL.FindingsFindings reveal that BL implementation by faculty members is significantly influenced by coercive, normative and mimetic pressures. Findings from this study also identified institutional initiatives that influence BL implementation. Accordingly, findings from this study provide insights into the institutional theory perspective toward BL. The findings support higher education to plan and initiate BL policies.Research limitations/implicationsData were collected from faculty members in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explore BL deployment from the lens of faculty members.Practical implicationsThis research contributes to the existing literature on the institutional theory and BL by presenting significant initiatives as practical suggestions for educationalist and policymakers. Therefore, this study provides practical implications to better understand BL initiatives by providing insights into how institutions can improve faculty members' satisfaction levels, improving course management, enriching teaching quality and enhancing learning content.Social implicationsThe findings provided in this study can be employed to design practices, policies and a culture that support continuance use of BL systems among faculty members to achieve an effective institutional outcome.Originality/valueThis study contributes to existing BL adoption and develops a model to examine faculty member implementation of BL approach. This research has several suggestions for higher education in terms of practice to support adoption of BL. The developed model can also be employed by academics, administration and institutions to determine success initiatives for achieving an appropriate change in adopting BL in their institutions.

Chinese and Vietnamese international students in Australia

2018 ◽  
Vol 32 (7) ◽  
pp. 1278-1292 ◽  
Author(s):  
Huong Le ◽  
Jade McKay
Keyword(s):  
Higher Education ◽  
International Students ◽  
Chinese Students ◽  
Teaching Quality ◽  
Support Staff ◽  
Content Type ◽  
Actual Experience ◽  
The Voice ◽  
Practical Implications ◽  
Insight Into

Purpose The purpose of this paper is to examine the voice of Chinese and Vietnamese international students through studying the similarities and differences in their learning experiences and the reasons underlying their experience. Design/methodology/approach In total, 57 Chinese and Vietnamese international students participated in focus groups and interviews regarding their experiences of higher education and their suggestions for improvement. Findings The findings show that Chinese and Vietnamese students had varying levels of challenges and different progress in the adaptation process and that Chinese students were more vocal and less satisfied with their experience of higher education than Vietnamese students. This is due to the mismatch in their expectation and the actual experience and the cultural influence. Research limitations/implications The sample size is relatively small. This study only looked at Vietnamese and Chinese students in one university, which might have limitations in relation to subjectivity and bias. Practical implications The findings provide useful implications for educators, institutional leaders and support staff to improve facilities, teaching quality and service to students. Originality/value In the current era of internationalisation, commercialisation and mobility in institutions around the world, this study advances current research and provides timely insight into the experiential differences of the Chinese and Vietnamese student experience and their voice.

Are Kenyan lecturers motivated to teach?

2019 ◽  
Vol 12 (4) ◽  
pp. 599-607
Author(s):  
Harry Kipkemoi Bett
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Contextual Factors ◽  
General Assumption ◽  
Faculty Members ◽  
Current Status ◽  
General Belief ◽  
Teaching And Research ◽  
Content Type ◽  
Practical Implications

Purpose The purpose of this paper is to provide a discussion on the overlooked side of motivation among Kenyan lecturers: the motivation to teach. Design/methodology/approach The paper is generally a review of the current status of lecturer motivation in Kenya in relation to their teaching and research. This has been done anchored on Herzberg’s two-factor theory. Findings While the general belief is that lecturers are more motivated to teach than to engage in research owing to immediacy of returns (from teaching), arguments are given showing that contextual factors may contribute to lecturer demotivation in their teaching. Practical implications There is need to increase the number of lecturers in higher education in Kenya so as to mitigate against the overwhelming workload affecting many faculty members. A balance between hygiene and motivators should also be borne in mind, especially in relation to teaching and research. Originality/value The general assumption in literature is that since many lecturers in Kenya are not engaging in research, they must be motivated to teach. This study, however, argues that many contextual challenges do not motivate lecturers in the country to teach.

Approaches to supervising work-based learning students’ workplace research

2014 ◽  
Vol 4 (1) ◽  
pp. 44-65 ◽  
Author(s):  
Jon Talbot ◽  
Andy Lilley
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Quantitative Methods ◽  
Research Projects ◽  
Content Type ◽  
Use Of Technology ◽  
Contextual Framework ◽  
E Learning ◽  
The Uk ◽  
Practical Implications

Purpose – The purpose of this paper is to outline a small research project designed to explore the practices of the UK work-based learning (WBL) tutors in facilitating formal research projects in the workplace. Design/methodology/approach – Data were collected using a short questionnaire to practitioners administered electronically and a daylong workshop where issues were discussed in greater depth by participating tutors. Findings – The main findings are that there is a degree of agreement by WBL tutors about the distinctiveness of WBL research projects; that although there is increasing use of technology to support delivery only one institution is using e-learning as the principal means of delivery; emphasis is upon a relatively small number of techniques and there is a strong preference for qualitative over quantitative methods. Research limitations/implications – The main limitation of the study is the relatively small number of active participants. However, this is the only study of its kind and the results offer insights into an important element of pedagogic practice in WBL. Practical implications – The project enabled the identification of common approaches and facilitated discussion of problems shared by WBL tutors across the field. There appears to be a consensus that situated investigation exists within a different contextual framework to traditional academic dissertation projects and that the focus is therefore necessarily on generating data as the basis for active problem solving. Originality/value – This is the only empirical study of practice in respect of facilitating research projects on WBL programmes in higher education.

Factors affecting students’ engagement with online content in blended learning

Kybernetes ◽  
2019 ◽  
Vol 48 (7) ◽  
pp. 1500-1515 ◽  
Author(s):  
Alka Dwivedi ◽  
Prasoom Dwivedi ◽  
Samo Bobek ◽  
Simona Sternad Zabukovšek
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Holistic Approach ◽  
Strategic Decision ◽  
Online Content ◽  
Content Type ◽  
Factors Affecting ◽  
Approach To Learning ◽  
Face To Face ◽  
E Learning

PurposeIncreasing use of information and communication technology (ICT) in education has, along with other consequences, shifted the context from teacher-centric to student-centric. These changes pose fresh challenges to the prevalent education systems all over the world, which already have fallen short of the expectations. The purpose of this study is to show that e-learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and teacher’s actions in ICT-enabled learning environment. This study investigates the importance of engagement of students and teachers in blended learning with a focus on factors which affect this engagement.Design/methodology/approachBased on systems theory and socio-technological approach to e-learning, the paper documents an experiment which was carried out in a higher education institution. Postgraduate students of one course were divided into two groups. Instructor of the first group was not required to engage with the online content and had to deliver his course in a traditional face-to-face format. Instructor of the second group continuously spent time on the learning management system (LMS), developing more content, participating in online discussions and responding to students. LMS tracked the online activity of both the instructors, and semi-structured interviews of students were conducted.FindingsBased on behaviour of 152 students of a postgraduate programme, students’ time spent online is directly proportional to the instructor’s online time, promptness of instructor’s response to online activities queries of students increased student engagement, the students’ engagement increases if the online content is related to the syllabus but engagement is not the same as the face-to-face lectures in the class.Research limitations/implicationsThe research was conducted in India and is based on the behaviour of instructors and students in India. It was focussed on engagement issues of blended learning, while other issues of blended learning have not been in the focus of the research.Practical implicationsThe research is important for the practice of higher education, and the result of the study can be taken into consideration while developing online courses for students enrolled in higher education.Social implicationsIf higher education institutions take a strategic decision to use ICT in e-learning, engagements of participants and factors affecting engagement are crucial for the better quality of education. In such a way, blended learning fulfils requirements of a holistic approach to learning.Originality/valueDespite the fact that e-learning as a way to deliver academic content has been extensively researched, there are not many studies focussed on engagement issues in blended learning, and even fewer studies have been conducted in an experimental way which allow in-depth research.

Leadership style and job satisfaction in higher education institutions

2016 ◽  
Vol 30 (1) ◽  
pp. 140-164 ◽  
Author(s):  
Raimonda Alonderiene ◽  
Modesta Majauskaite
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Leadership Styles ◽  
Leadership Style ◽  
Faculty Members ◽  
Leadership Studies ◽  
Content Type ◽  
Faculty Job Satisfaction ◽  
The Impact ◽  
Practical Implications

Purpose – Although leadership is found to have impact on the followers’ attitudes and performance there is a gap in leadership studies in HEIs, especially having Lithuania in mind. The purpose of this paper is to study the impact of leadership style on job satisfaction of faculty in higher education institutions (HEI). Design/methodology/approach – In order to investigate before mentioned problem, the representative quantitative empirical research was conducted in 2013. It includes 72 faculty members and ten supervisors from Lithuanian public and private universities. The survey was conducted to check how leadership styles of supervisors influence faculty job satisfaction and compare the opinion of supervisors and subordinates. Findings – The empirical research revealed significant positive impact of leadership style on job satisfaction of faculty where servant leadership style has been found to have the highest positive significant impact on job satisfaction of faculty while controlling autocrat leadership style has the lowest impact. Research limitations/implications – There are several implications for further research. It can be expanded whether geographically (e.g. comparative analysis in different countries) or institutionally (e.g. in other educational institutions, such as schools or pre-schools). Practical implications – Practical implications reveal that supervisors have the power to increase the levels of job satisfaction of their faculty members, by defining their role as a leader, demonstrating certain leadership behaviors. Originality/value – This survey covers the area which lacks academic research, namely, the impact of leadership on HEI faculty. Previous leadership studies in HEI focus on particular leadership style demonstrated (van Ameijde, 2009), the impact of leadership on culture (Asmawi et al., 2013), organizational effectiveness (Siddique et al., 2011) and other factors. However, very few of them (one of the examples is the study of Webb, 2009 in USA) investigate the direct managers’ leadership style and faculty job satisfaction. Besides, the previous surveys have not covered as many leadership styles as this one does.

The adequacy of UTAUT-3 in interpreting academician’s adoption to e-Learning in higher education environments

2019 ◽  
Vol 17 (1) ◽  
pp. 86-106 ◽  
Author(s):  
Asanka Gunasinghe ◽  
Junainah Abd Hamid ◽  
Ali Khatibi ◽  
S.M. Ferdous Azam
Keyword(s):  
Higher Education ◽  
Performance Monitoring ◽  
Academic Staff ◽  
Simple Random Sampling ◽  
Learning System ◽  
Educational Systems ◽  
Quantitative Methodology ◽  
Content Type ◽  
Personal Innovativeness ◽  
E Learning

Purpose This study aims to assess the adequacy of unified theory of acceptance and use of technology-3 (UTAUT-3) model in understanding academician’s adoption to e-Learning, with intent of getting more academicians to accept e-Learning in the Sri Lankan higher education context. Limited validity of the model in an educational context led to this study. The emergence of internet-based technology has changed the way people live, work and study. Technological platforms such as e-Learning have advanced educational systems by enhancing learner experience while benefiting teachers and educators in many ways. Design/methodology/approach The study used a deductive approach and quantitative methodology, in which a theoretical model was tested using hypotheses to assess causality between study variables. The simple random sampling was used to collect data using a self-administered questionnaire that was sent via Google Forms to targeted respondents. The final sample consisted of 441 academicians who responded to factors of e-Learning adoption on a seven-point Likert scale. Structured equation modelling was used for data analysis. Findings It was revealed that performance expectancy, effort expectancy, facilitating conditions, habit and hedonic motivation were significant influences of academician’s adoption to e-Learning. However, social influence and personal innovativeness in IT were not significant predictors of e-Learning. Research limitations/implications Due to the scope of the study, the factors that determine e-Learning adoption were limited to UTAUT-3 variables. Additionally, the concept was tested from only an academician’s perspective using quantitative methodology. Practical implications The findings are useful to higher education institute (HEI) administration, instructors and teaching assistants, policymakers to design and implement their online strategy as well as to make appropriate decisions in getting e-Learning accepted among a higher number of local HEI academicians. It is recommended for the decision-makers in the HEIs to consider the effect of the above findings in setting plans for higher e-Learning adoption. For instance, staff training catering to specific departmental needs, continuous awareness building, periodic reviewal of e-Learning system, e-Learning champions, introduction of policies and guidelines to encourage trial usage would be useful in this aspect. Social implications Successful use of e-Learning would help HEIs to overcome certain issues that exist in a traditional classroom. e-Learning facilitates education delivery beyond time and space while supporting enhanced performance monitoring and skill development which ultimately improve quality of output and institutional performance. Originality/value The study examined the adequacy of UTAUT-3 in understanding the adoptability to e-Learning. Second, it recognised a set of factors that affect the academic staff acceptance of e-Learning in higher education environments. A useful framework is provided to the HEI’s administration to successfully implement e-Learning systems. This study contributes to the growing body of information system literature by examining the validity of UTAUT-3 framework in the use and acceptance of educational technology in a developing country.

A blended learning-based curriculum on Web archiving in the national Széchényi library

2019 ◽  
Vol 35 (2) ◽  
pp. 97-114
Author(s):  
Márton Németh ◽  
László Drótos
Keyword(s):  
Blended Learning ◽  
Working Group ◽  
Small Scale ◽  
Institutional Environments ◽  
Web Archiving ◽  
Content Type ◽  
Museum Professionals ◽  
The Future ◽  
E Learning ◽  
Practical Implications

Purpose National Széchényi Library is introducing a new blended learning-based curriculum model on Web archiving for public collection professionals. The purpose of this paper is to describe this curriculum concept together with its international context. Design/methodology/approach A qualitative case study is being offered. The concept of the curriculum applying the results of an international questionnaire of the International Internet Preservation Consortium. A detailed curriculum structure is being presented together with a brief description of the major professional/ methodological concepts. It is based on constructive pedagogical approach. Based on the same general approach, some major methodological differences among the on-site and e-learning elements of curriculum design are also being described. Findings There is a high need to offer trainings in Web archiving filed to digital library professionals throughout Europe. A complex curriculum is highly needed to different target groups by various course delivery forms. The course concept offers a solid base; however, the structure of the curriculum has to reflect to the differences of specific methodological requirements in on-site and e–learning environments. A main goal of the study is describing the possibility to build-up that kind of hibrid blended learning-based training structure. Based on the described curriculum trainings are starting on April 2019. Sharing practical experiences about practical training activities based on this course structure can initiate further discussion on web archiving education field in the future. Research limitations/implications This paper would like to imitate some further discussions about methodological issues by developing education and training curricula on Web archiving in various European countries. By the framework of the Training Working Group of the International Internet Preservation Consortium, these proposed discussions can be elaborated. Practical implications The main practical implications are to encourage other partner libraries by the framework of the Training Working Group of International Internet Preservation Consortium to build-up similar training programmes and to plan various collaborative activities in this field. Social implications The proposed curriculum aims to acquire some major skills and competences on web archiving field by librarians from both the research library and public library sectors. The course can be available to museum professionals and archivists […]. The main goal is to learn to build-up small-scale web archiving projects in local, institutional environments in Hungary. It is quite necessary to preserve Web documents and other materials that are reflecting to the life of the local society. The social impact of preserving the local Web history can be overwhelming in the future. Originality/value Much untapped potential exists for librarians, archivists and museum professionals to plan and realize Web archiving projects in their own local institutional environments. This paper describes a new type of national model to offer them getting the necessary skills and competences in this field. There is a significant gap of describing education concepts in Web archiving.

Modern trends in learning architecture

2014 ◽  
Vol 46 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Bob Little ◽  
Ladislava Knihova
Keyword(s):  
Blended Learning ◽  
Virtual Learning ◽  
Mobile Platforms ◽  
Content Type ◽  
Effective Learning ◽  
Technology And Learning ◽  
E Learning ◽  
Architecture And Design ◽  
Practical Implications ◽  
Delivery Technology

Purpose – The purpose of this paper is to examine current practice in blended learning – notably the view of blended learning as a synthesis of different approaches to the delivery of learning in order to create high impact learning. Design/methodology/approach – An exploration of the development of blended learning over the years, especially how it is being affected by developments in learning delivery technology and learning design. Findings – Learning architecture and design ought to be enhanced by the thoughtful use of various new tools, strategies and delivery platforms working in harmony. Only then can the learning process finally become highly attractive for new generations of learners. Research limitations/implications – New trends driving virtual learning prescribe the use of a portfolio of new tools. This, therefore, is producing changes in e-learning architecture, including the need for multi-device learning solutions, along with the need to implement multimedia formats in producing virtual learning solutions. Simultaneously, for educators, there have been changes in learning solutions' design based on the emergence of the self-determined and autonomous learner, as described by the concept of heutagogy. Practical implications – The complexities of creating an appropriate blend along with the most effective learning solutions for each learner – including the use of mobile platforms and social learning – have never been more challenging. Originality/value – Customising learning is in its early stages but, with the advent of new delivery technology and the growth of self-determined learners, it will become unavoidable.

University and graduates employability

2019 ◽  
Vol 9 (3) ◽  
pp. 290-304 ◽  
Author(s):  
Mahtab Pouratashi ◽  
Asghar Zamani
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Faculty Members ◽  
Employability Skills ◽  
Veterinary Science ◽  
Content Type ◽  
Qualitative And Quantitative ◽  
Science And Art ◽  
The Right ◽  
Practical Implications

Purpose A graduate must be qualified in order to be successful in the labor market. Hence, embedding employability into higher education is a priority of policymakers and universities. The purpose of this paper is to promote students’ employability skills deal with the issue. Design/methodology/approach This paper is accomplished in three phases, and qualitative and quantitative approaches were conducted. Data were collected from 14 entrepreneurs and experts in the field of business and 150 faculty members from the main academic categories (including: engineering, humanities, agriculture and veterinary, science, and art). Findings The findings revealed that employability skills of students could be totally classified in three categories (basic, intermediate and advance) and five levels. Also, factor analysis regarding university activities to develop students’ employability skills showed five activities including: support, cultural, informing, research and educational activities. Practical implications The results can be beneficial for universities’ plan activities and offer proper services that enhance students’ skills for their future career. Also, the findings can be fruitful for higher education policymakers to find the right way to foster employability issues at universities. Mechanisms such as employers’ participation in curriculum development and work-based learning are useful in ensuring a good match between the supply of skills and the demand for skills. Originality/value This study classified graduates’ employability skills in basic, intermediate and advance categories. Another important contribution of this study was the proposed paths for improving each level of employability skills, enabling universities to be aware of the proper activities for each skills enhancement.

The impact of demographic factors on selected aspects of e-learning in higher education

2017 ◽  
Vol 34 (2) ◽  
pp. 114-121 ◽  
Author(s):  
Aleksander Aristovnik ◽  
Nina Tomazevic ◽  
Damijana Kerzic ◽  
Lan Umek
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Statistical Tests ◽  
Main Task ◽  
Content Type ◽  
E Learning ◽  
Face To Face Learning ◽  
Students Attitudes ◽  
The Impact ◽  
Faculty Management

Purpose In higher education, a combination of traditional face-to-face learning and e-learning is becoming very popular. During their studies, students are enroled in several e-courses. They perceive various aspects of e-courses and show different responses when using teaching materials and learning in an e-course. The purpose of this paper is to measure such aspects from the students’ perspective and explore the differences among various subgroups of students. Design/methodology/approach In the survey, students expressed their opinions on 13 different aspects (a seven-level scale) of the e-courses in which they were enroled. In addition, the influence of some demographic characteristics was analysed. The authors used statistical tests (t-test and ANOVA) to compare the means among the analysed subgroups. Findings The empirical results reveal some differences among the subgroups of students. Students’ attitudes to blended learning increase significantly by year of study and decrease according to the amount of other non-study activities. Simplicity of finding materials in an e-course is the factor where male and female students differ significantly. This finding serves as a guideline for faculty management concerned with how to adjust blended learning to fulfil the various expectations of different student subgroups. Originality/value This paper’s insights will be of value to individuals and institutions engaged in the e-learning process in higher education. In particular, the results will be helpful to the faculty management and teachers with the main task to increase the engagement of particular groups of students regarding the work in e-courses.

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