How challenging? Barriers for teachers in institutional implementation of blended learning

Abstract

Blended learning has been popular in higher education over the past decade, aiming to provide students with enhanced learning experiences by integrating digital technology with face-to-face (F2F) learning. However, due to several barriers confronted by teachers, the uptake of blended learning has been highly variable. This variability can yield significant inconsistencies in learner experiences and can result in learner inequity. This case study aims to explore some of the common barriers encountered by university teachers as they attempt to implement institutional blended learning in the Maldives. The participants were 24 teachers who were involved in blended learning adoption in 2019. Data were collected through semi-structured interviews and were analysed by employing thematic analysis. In addition, university policy documents related to blended learning were collected and analysed. Results suggest that in the implementation of blended learning, teachers may encounter several barriers that include (a) teacher resistance, (b) teacher low self-efficacy, (c) increased teacher workload, (d) university policy issues, and (e) lack of readiness. The implications of these barriers to institutional implementation of blended learning and teacher support are discussed.