Browsing by Author | މުސައްނިފުން "Ali, Ramiz"

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Thesis
Implementation of blended learning in higher education : a case study of adoption and diffusion
(University of Wollongong, 2022-08) Ali, Ramiz; ރާމިޒް އަލީ
Blended learning has the potential to provide learners with multiple advantages such as increased access to learning, increased flexibility, and enhanced learner engagement. The pedagogic method has been prevalent in higher education in recent years, especially since the COVID-19 pandemic. Despite the growth of interest in institutional initiatives, our knowledge about the adoption and diffusion of blended learning at the institutional level remains limited. Knowledge about adoption and diffusion processes at the university level is imperative for university leaderships to inform policy, provide appropriate support to teachers and other staff, and ensure and sustain positive and equitable student experiences. Using an embedded case study method, the current study aims to understand user perceptions and beliefs of blended learning and describe the process of blended learning adoption leading to diffusion across a university. This study is guided by the Diffusion of Innovation Theory (DoI), and the Technology Acceptance Model (TAM). Participants were 407 students, 99 teachers, and six university executives who were involved in an institutional initiative employing blended learning in 2019. Data were collected through questionnaires, interviews, and focus groups. The questionnaires were administered to students and teachers. Interviews were conducted for teachers and the executives while focus groups were held for students. In addition, relevant university documentation was gathered and analysed for the purpose of data triangulation. In line with the convergent mixed method, the quantitative and qualitative data were collected in parallel, analysed separately, and were then merged.
Article
Institutional adoption and implementation of blended learning : differences in student perceptions
(Turkish Online Journal of Distance Education, 2023-01) Ali, Ramiz; ރާމިޒް އަލީ
Blended learning (BL) has been a popular mode of course delivery in higher education, aiming to provide students with better learning experiences by integrating face-to-face (f2f) instructions and affordances of digital technology. However, lack of knowledge about how students perceive BL cross-disciplines can make it difficult for teachers to provide consistent learning experiences to students, yielding inequity in learning experiences. This study aims to explore how university students perceive BL, and to compare differences in perceptions across subjects. Participants were 407 university students from eight subject disciplines. Data were collected through a questionnaire and were analyzed using SPSS. A one-way ANOVA was performed to compare the differences between the groups. Results showed, students were generally happy about the use of BL, despite facing multiple barriers in using the learning approach. Results further revealed that students studying tourism/hospitality, and business subjects were more negative about BL, while students in science, and Islamic studies faculties were more receptive to BL compared to the rest of the university.
Article
Is blending the solution? : a systematic literature review on the key drivers of blended learning in higher education
(Maldives National Journal of Research, 2019-12) Ali, Ramiz; ރަމިޒް އަލީ
Higher education institutions have been increasingly adopting blended learning as a course delivery mode in the recent years. This article reports a systematic review of the current literature on the advantages of blended learning. Starting from 855 papers, ten articles met the predefined inclusion criteria for the literature synthesis. The papers were screened and analysed through three screening phases. Major themes focused on the advantages of blended learning were drawn from the final ten papers and include a) increasing students’ academic performance, b) increasing students’ social abilities, c) decreasing course drop-out rates, d) increasing students’ satisfaction and, e) increasing teaching and learning flexibility. The results also indicate that different higher education institutions adopt blended learning approach for different reasons. Implications of this review and future research directions are proposed.
Article
Navigating for smooth sailing: a qualitative analysis of factors affecting institutional adoption and diffusion of blended learning
(Taylor & Francis Group, 2024-09-25) Ali, Ramiz; ރަމިޒް އަލީ
The adoption and diffusion of blended learning in higher education have a surge in recent years, particularly since the COVID-19 pandemic. However, research on comprehensive institutional strategies elucidating the reasons and mechanisms behind institutional adoption is still limited. This gap may contribute to a lack of understanding among university leadership regarding the provision of necessary policies and essential support for both students and academics. Utilising a case study methodology, and grounded in Diffusion of Innovations theory, this study investigates the factors influencing the institutional adoption and diffusion of blended learning in a university. The study involved interviews with 24 lecturers and six university executives, and the data were analysed relying on a theoretical proposition. Additionally, various university documents were collected and subjected to content analyses. The results revealed a range of factors that either facilitated or impeded the diffusion process, including student experiences, teacher beliefs and attitudes, teacher support, teacher self-efficacy, university policies, and institutional readiness. While most of these factors contributed to the innovation process, certain elements had a negative impact, hindering the university's efforts for diffusion. Notably, the study observed the dynamic evolution of the roles played by some factors as the diffusion process unfolded.