Navigating for smooth sailing: a qualitative analysis of factors affecting institutional adoption and diffusion of blended learning

Abstract

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.