Investigating the Institutional Blended Learning Adoption Framework in Higher Education
Keywords:
Blended Learning, Institutional Policy, Institutional Adoption
Abstract
There are limited studies that concern the institutional policies and issues of blended learning adoption. By using a case study, this study explores blended learning implementation and three main issues of adoption. The issues are “institutional strategy, structure, and support that portrayed the stages of the blended learning adoption. The data indicated that the blended learning implementation of learning increases the involvement use of technology by the learner. But there is still no proportionality in the enforcement between F2F and online learning goals and activities. The data were obtained by observation, semi-structured interview, and documentation. Based on the result, the institution under investigation still in stage 1 (awareness/exploration stage) of the blended learning adoption stage. By doing the research on the three participants who adopt blended learning, it can be concluded that the institution has not met the requirements for implementing blended learning at higher stages because many aspects have not been fulfilled and need to be improved for future implementation. Therefore, the researchers expect that this research can be a reference regarding aspects that must be fulfilled for better implementation.
References
Al-Emran, M., & Salloum, S. A. (2017). Students’ attitudes towards the use of mobile technologies in e-Evaluation. International Journal of Interactive Mobile Technologies, 11(5), 195–202. https://doi.org/10.3991/ijim.v11i5.6879
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah, A., & Ming, G. L. (2020). Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review. In Technology, Knowledge and Learning (Issue 0123456789). Springer Netherlands. https://doi.org/10.1007/s10758-020-09477-z
Chang-Tik, C. (2018). Impact of learning styles on the community of inquiry presences in multi-disciplinary blended learning environments. Interactive Learning Environments, 26(6), 827–838. https://doi.org/10.1080/10494820.2017.1419495
Creswell, J. W. (2018). Qualitative inquiry & research design: Choosing among five approaches. 2nd ed. California: Sage. Honthaner, E. L. (2010)
Cutri, R. M., & Whiting, E. F. (2018). Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development. Studying Teacher Education, 14(2), 125–140. https://doi.org/10.1080/17425964.2018.1447920
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5
Fesol, S. F. A., & Salam, S. (2017). Towards MOOC for technical courses: A blended learning empirical analysis. Proceedings - 2016 4th International Conference on User Science and Engineering, i-USEr 2016, 6(6), 116–121. https://doi.org/10.1109/IUSER.2016.7857945
Frankel, J. D. (2018). Efl Teacher Perceptions of a Blended Teacher Professional Development Workshop in Mexico.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
Ghazal, S., Al-Samarraie, H., & Aldowah, H. (2018). “i am Still Learningâ€: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment. IEEE Access, 6, 77179–77201. https://doi.org/10.1109/ACCESS.2018.2879677
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4–14. https://doi.org/10.1016/j.iheduc.2012.09.003
Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. Internet and Higher Education, 20, 20–34. https://doi.org/10.1016/j.iheduc.2013.09.004
Ismail, A. O. A., Mahmood, A. K., & Abdelmaboud, A. (2018). Factors influencing academic performance of students in blended and traditional domains. International Journal of Emerging Technologies in Learning, 13(2), 170–187. https://doi.org/10.3991/ijet.v13i02.8031
Kim, D., Park, Y., Yoon, M., & Jo, I. H. (2016). Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments. Internet and Higher Education, 30, 30–43. https://doi.org/10.1016/j.iheduc.2016.03.002
Korr, J., Derwin, E. B., Greene, K., & Sokoloff, W. (2012). Transitioning an Adult-Serving University to a Blended Learning Model. Journal of Continuing Higher Education, 60(1), 2–11. https://doi.org/10.1080/07377363.2012.649123
Lai, M., Lam, K. M., & Lim, C. P. (2016). Design principles for the blend in blended learning: A collective case study. Teaching in Higher Education, 21(6), 716–729. https://doi.org/10.1080/13562517.2016.1183611
Mirriahi, N., Alonzo, D., & Fox, B. (2015). A blended learning framework for curriculum design and professional development. Research in Learning Technology, 23(1063519). https://doi.org/10.3402/rlt.v23.28451
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001
Miles,M.B, Huberman,A.M, dan Saldana,J. 2014. Qualitative Data Analysis, A. Methods Sourcebook, Edition 3. USA: Sage Publications
Niemiec, M., & Otte, G. (2010). An administrator’s guide to the whys and hows of blended learning. Journal of Asynchronous Learning Network, 14(1), 91–102. https://doi.org/10.24059/olj.v14i1.1641
O’Dowd, R. (2013). Telecollaborative networks in university higher education: Overcoming barriers to integration. Internet and Higher Education, 18(July 2013), 47–53. https://doi.org/10.1016/j.iheduc.2013.02.001
Owston, R., York, D., & Malhotra, T. (2019). Blended learning in large enrolment courses: Student perceptions across four different instructional models. Australasian Journal of Educational Technology, 35(5), 29–45. https://doi.org/10.14742/ajet.4310
Paskevicius, M., & Bortolin, K. (2016). Blending our practice: using online and face-to-face methods to sustain community among faculty in an extended length professional development program. Innovations in Education and Teaching International, 53(6), 605–615. https://doi.org/10.1080/14703297.2015.1095646
Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers and Education, 75(June 2014), 185–195. https://doi.org/10.1016/j.compedu.2014.02.011
Porter, W. W., Graham, C. R., Bodily, R. G., & Sandberg, D. S. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet and Higher Education, 28, 17–27. https://doi.org/10.1016/j.iheduc.2015.08.003
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016
Salloum, S. A., Al-Emran, M., Monem, A. A., & Shaalan, K. (2017). A survey of text mining in social media: Facebook and Twitter perspectives. Advances in Science, Technology and Engineering Systems, 2(1), 127–133. https://doi.org/10.25046/aj020115
Smith, K., & Hill, J. (2019). Defining the nature of blended learning through its depiction in current research. Higher Education Research and Development, 38(2), 383–397. https://doi.org/10.1080/07294360.2018.1517732
So, H. J., & Bonk, C. J. (2010). Examining the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments: A delphi study. Educational Technology and Society, 13(3), 189–200.
Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute, May, 22. http://eric.ed.gov/?id=ED535180%5Cnhttp://files.eric.ed.gov/fulltext/ED535180.pdf
Stein, J., & Graham, C. R. (2014). Essentials for blended learning: a standards-based guide. New York: Routledge
Subramaniam, S. R., & Muniandy, B. (2019). The Effect of Flipped Classroom on Students’ Engagement. Technology, Knowledge and Learning, 24(3), 355–372. https://doi.org/10.1007/s10758-017-9343-y
Tamim, R. M. (2018). Blended Learning for Learner Empowerment: Voices from the Middle East. Journal of Research on Technology in Education, 50(1), 70–83. https://doi.org/10.1080/15391523.2017.1405757
Taylor, J. A., & Newton, D. (2013). Beyond blended learning: A case study of institutional change at an Australian regional university. Internet and Higher Education, 18, 54–60. https://doi.org/10.1016/j.iheduc.2012.10.003
Van Laer, S., & Elen, J. (2020). Adults’ Self-Regulatory Behaviour Profiles in Blended Learning Environments and Their Implications for Design. In Technology, Knowledge and Learning (Vol. 25, Issue 3). https://doi.org/10.1007/s10758-017-9351-y
Williams, N. A., Bland, W., & Christie, G. (2008). Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry. Chemistry Education Research and Practice, 9(1), 43–50. https://doi.org/10.1039/b801290n
Wong, R. (2019). Basis psychological needs of students in blended learning. Interactive Learning Environments, 0(0), 1–15. https://doi.org/10.1080/10494820.2019.1703010
Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Phon, D. N. A. L. E., Abdullah, A., & Ming, G. L. (2020). Blended Learning Adoption and Implementation in Higher Education: A Theoretical and Systematic Review. In Technology, Knowledge and Learning (Issue 0123456789). Springer Netherlands. https://doi.org/10.1007/s10758-020-09477-z
Chang-Tik, C. (2018). Impact of learning styles on the community of inquiry presences in multi-disciplinary blended learning environments. Interactive Learning Environments, 26(6), 827–838. https://doi.org/10.1080/10494820.2017.1419495
Creswell, J. W. (2018). Qualitative inquiry & research design: Choosing among five approaches. 2nd ed. California: Sage. Honthaner, E. L. (2010)
Cutri, R. M., & Whiting, E. F. (2018). Opening Spaces for Teacher Educator Knowledge in a Faculty Development Program on Blended Learning Course Development. Studying Teacher Education, 14(2), 125–140. https://doi.org/10.1080/17425964.2018.1447920
Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: the new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16. https://doi.org/10.1186/s41239-017-0087-5
Fesol, S. F. A., & Salam, S. (2017). Towards MOOC for technical courses: A blended learning empirical analysis. Proceedings - 2016 4th International Conference on User Science and Engineering, i-USEr 2016, 6(6), 116–121. https://doi.org/10.1109/IUSER.2016.7857945
Frankel, J. D. (2018). Efl Teacher Perceptions of a Blended Teacher Professional Development Workshop in Mexico.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95–105. https://doi.org/10.1016/j.iheduc.2004.02.001
Ghazal, S., Al-Samarraie, H., & Aldowah, H. (2018). “i am Still Learningâ€: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment. IEEE Access, 6, 77179–77201. https://doi.org/10.1109/ACCESS.2018.2879677
Graham, C. R., Woodfield, W., & Harrison, J. B. (2013). A framework for institutional adoption and implementation of blended learning in higher education. Internet and Higher Education, 18, 4–14. https://doi.org/10.1016/j.iheduc.2012.09.003
Halverson, L. R., Graham, C. R., Spring, K. J., Drysdale, J. S., & Henrie, C. R. (2014). A thematic analysis of the most highly cited scholarship in the first decade of blended learning research. Internet and Higher Education, 20, 20–34. https://doi.org/10.1016/j.iheduc.2013.09.004
Ismail, A. O. A., Mahmood, A. K., & Abdelmaboud, A. (2018). Factors influencing academic performance of students in blended and traditional domains. International Journal of Emerging Technologies in Learning, 13(2), 170–187. https://doi.org/10.3991/ijet.v13i02.8031
Kim, D., Park, Y., Yoon, M., & Jo, I. H. (2016). Toward evidence-based learning analytics: Using proxy variables to improve asynchronous online discussion environments. Internet and Higher Education, 30, 30–43. https://doi.org/10.1016/j.iheduc.2016.03.002
Korr, J., Derwin, E. B., Greene, K., & Sokoloff, W. (2012). Transitioning an Adult-Serving University to a Blended Learning Model. Journal of Continuing Higher Education, 60(1), 2–11. https://doi.org/10.1080/07377363.2012.649123
Lai, M., Lam, K. M., & Lim, C. P. (2016). Design principles for the blend in blended learning: A collective case study. Teaching in Higher Education, 21(6), 716–729. https://doi.org/10.1080/13562517.2016.1183611
Mirriahi, N., Alonzo, D., & Fox, B. (2015). A blended learning framework for curriculum design and professional development. Research in Learning Technology, 23(1063519). https://doi.org/10.3402/rlt.v23.28451
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? Internet and Higher Education, 18, 15–23. https://doi.org/10.1016/j.iheduc.2012.12.001
Miles,M.B, Huberman,A.M, dan Saldana,J. 2014. Qualitative Data Analysis, A. Methods Sourcebook, Edition 3. USA: Sage Publications
Niemiec, M., & Otte, G. (2010). An administrator’s guide to the whys and hows of blended learning. Journal of Asynchronous Learning Network, 14(1), 91–102. https://doi.org/10.24059/olj.v14i1.1641
O’Dowd, R. (2013). Telecollaborative networks in university higher education: Overcoming barriers to integration. Internet and Higher Education, 18(July 2013), 47–53. https://doi.org/10.1016/j.iheduc.2013.02.001
Owston, R., York, D., & Malhotra, T. (2019). Blended learning in large enrolment courses: Student perceptions across four different instructional models. Australasian Journal of Educational Technology, 35(5), 29–45. https://doi.org/10.14742/ajet.4310
Paskevicius, M., & Bortolin, K. (2016). Blending our practice: using online and face-to-face methods to sustain community among faculty in an extended length professional development program. Innovations in Education and Teaching International, 53(6), 605–615. https://doi.org/10.1080/14703297.2015.1095646
Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers and Education, 75(June 2014), 185–195. https://doi.org/10.1016/j.compedu.2014.02.011
Porter, W. W., Graham, C. R., Bodily, R. G., & Sandberg, D. S. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet and Higher Education, 28, 17–27. https://doi.org/10.1016/j.iheduc.2015.08.003
Prasad, P. W. C., Maag, A., Redestowicz, M., & Hoe, L. S. (2018). Unfamiliar technology: Reaction of international students to blended learning. Computers and Education, 122, 92–103. https://doi.org/10.1016/j.compedu.2018.03.016
Salloum, S. A., Al-Emran, M., Monem, A. A., & Shaalan, K. (2017). A survey of text mining in social media: Facebook and Twitter perspectives. Advances in Science, Technology and Engineering Systems, 2(1), 127–133. https://doi.org/10.25046/aj020115
Smith, K., & Hill, J. (2019). Defining the nature of blended learning through its depiction in current research. Higher Education Research and Development, 38(2), 383–397. https://doi.org/10.1080/07294360.2018.1517732
So, H. J., & Bonk, C. J. (2010). Examining the roles of blended learning approaches in computer-supported collaborative learning (CSCL) environments: A delphi study. Educational Technology and Society, 13(3), 189–200.
Staker, H., & Horn, M. B. (2012). Classifying K-12 Blended Learning. Innosight Institute, May, 22. http://eric.ed.gov/?id=ED535180%5Cnhttp://files.eric.ed.gov/fulltext/ED535180.pdf
Stein, J., & Graham, C. R. (2014). Essentials for blended learning: a standards-based guide. New York: Routledge
Subramaniam, S. R., & Muniandy, B. (2019). The Effect of Flipped Classroom on Students’ Engagement. Technology, Knowledge and Learning, 24(3), 355–372. https://doi.org/10.1007/s10758-017-9343-y
Tamim, R. M. (2018). Blended Learning for Learner Empowerment: Voices from the Middle East. Journal of Research on Technology in Education, 50(1), 70–83. https://doi.org/10.1080/15391523.2017.1405757
Taylor, J. A., & Newton, D. (2013). Beyond blended learning: A case study of institutional change at an Australian regional university. Internet and Higher Education, 18, 54–60. https://doi.org/10.1016/j.iheduc.2012.10.003
Van Laer, S., & Elen, J. (2020). Adults’ Self-Regulatory Behaviour Profiles in Blended Learning Environments and Their Implications for Design. In Technology, Knowledge and Learning (Vol. 25, Issue 3). https://doi.org/10.1007/s10758-017-9351-y
Williams, N. A., Bland, W., & Christie, G. (2008). Improving student achievement and satisfaction by adopting a blended learning approach to inorganic chemistry. Chemistry Education Research and Practice, 9(1), 43–50. https://doi.org/10.1039/b801290n
Wong, R. (2019). Basis psychological needs of students in blended learning. Interactive Learning Environments, 0(0), 1–15. https://doi.org/10.1080/10494820.2019.1703010
Published
2021-05-19
How to Cite
Rahmawati, N., Fauziati, E., & Marmanto, S. (2021). Investigating the Institutional Blended Learning Adoption Framework in Higher Education. Indonesian Journal of EFL and Linguistics, 6(1), 101-125. https://doi.org/10.21462/ijefl.v6i1.345
Section
Articles
