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 barrie
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 (Do
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