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Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory
Blended Learning in Higher Education: Faculty Perspective through the Lens of the Planned Behaviour Theory
Before the COVID-19 pandemic, the Teaching and Learning Centre of the University of Liège (Belgium) administered a questionnaire to disclose the main predictors of faculty’s intention to resort, within a timespan of two years, to blended learning in at least one of their courses. The instrument was constructed according to the Theory of Planned Behaviour, a sound conceptual framework for probing intentions and their antecedents. In the responses of 114 faculty members, multiple regression analyses detected that attitude towards blended learning, subjective norm and perceived control explained 73% of the intention to use blended designs for teaching purposes in a not too distant future. Data treatment also singled out beliefs working indirectly in favour of the intention to use hybrid approaches: the inclination to think of blended learning altogether in a student-centred, conformist and pragmatic way. Moreover, respondents who declared having already used blended learning in the past expressed stronger opinions congruent with the constructs of attitude, norm and perceived control. The results also establish that pre-lockdown e-learning practices remained rather basic. A better knowledge of what can facilitate or impair the diffusion of blended learning is of importance for higher education institutions and their staff training efforts.
- ULiège Belgium
Sciences sociales & comportementales, psychologie, SoTL, enseignement hybride, Education & enseignement, Ajzen, classe infersée, Theory of planned behaviour, scholarship of teaching and learning, Education & instruction, staff development, blended learning, accompagnement pédagogique, développement professionnel, higher education, Social & behavioral sciences, psychology, flipped classroom, eLearning, technology-enhanced learning, Théoried du comportement planifié
Sciences sociales & comportementales, psychologie, SoTL, enseignement hybride, Education & enseignement, Ajzen, classe infersée, Theory of planned behaviour, scholarship of teaching and learning, Education & instruction, staff development, blended learning, accompagnement pédagogique, développement professionnel, higher education, Social & behavioral sciences, psychology, flipped classroom, eLearning, technology-enhanced learning, Théoried du comportement planifié
citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average citations This is an alternative to the "Influence" indicator, which also reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).0 popularity This indicator reflects the "current" impact/attention (the "hype") of an article in the research community at large, based on the underlying citation network.Average influence This indicator reflects the overall/total impact of an article in the research community at large, based on the underlying citation network (diachronically).Average impulse This indicator reflects the initial momentum of an article directly after its publication, based on the underlying citation network.Average
Citations provided by BIP!Popularity provided by BIP!- ULiège Belgium
Before the COVID-19 pandemic, the Teaching and Learning Centre of the University of Liège (Belgium) administered a questionnaire to disclose the main predictors of faculty’s intention to resort, within a timespan of two years, to blended learning in at least one of their courses. The instrument was constructed according to the Theory of Planned Behaviour, a sound conceptual framework for probing intentions and their antecedents. In the responses of 114 faculty members, multiple regression analyses detected that attitude towards blended learning, subjective norm and perceived control explained 73% of the intention to use blended designs for teaching purposes in a not too distant future. Data treatment also singled out beliefs working indirectly in favour of the intention to use hybrid approaches: the inclination to think of blended learning altogether in a student-centred, conformist and pragmatic way. Moreover, respondents who declared having already used blended learning in the past expressed stronger opinions congruent with the constructs of attitude, norm and perceived control. The results also establish that pre-lockdown e-learning practices remained rather basic. A better knowledge of what can facilitate or impair the diffusion of blended learning is of importance for higher education institutions and their staff training efforts.