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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Institutional Drivers and Barriers to Faculty Adoption of Blended Learning in Higher Education

Wendy Woodfield Porter (Brigham Young University, USA)
Charles R. Graham (Brigham Young University, USA)
Session Information
July 8, 2015 - 11:20am
Faculty Development & Student Support
Areas of Special Interest: 
None of the above
Major Emphasis of Presentation: 
Research and Evaluation
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Featured Session
Plaza Ballroom E
Session Duration: 
50 Minutes
Concurrent Session 6
Virtual Session

How do universities' institutional decisions encourage or deter different categories of faculty from adopting blended learning?

Extended Abstract

While many studies have investigated blended learning ("BL") effectiveness at the course level, very few studies provide guidance for implementation of BL at the institutional level. A key requirement for an institution's successful BL implementation is adoption among its faculty. Accordingly, we determined how administrators' decisions regarding BL implementation could influence faculty adoption.

Specifically, we investigated the following:
1. What institutional strategy, structure, and support measures facilitate BL adoption among higher education faculty?
2. What institutional strategy, structure, and support measures impede BL adoption among higher education faculty?

We recognized that faculty have disparate characteristics, so we specifically examined how influential institutional decisions would be among certain categories of faculty adopters. We classified faculty using Rogers' (2003) five categories of innovation adopters, and focused on two particular categories, the "early majority" and "late majority." We focused on these two categories of faculty BL adopters because they generally base their innovation adoption decisions on external factors such as administrative decisions.

To gather data, we first surveyed 214 professors at BYU-Idaho's faculty. We used the survey to identify the innovation adoption category to which respondents belong and to identify the degree to which specific strategy, structure, and support issues would impact faculty members' adoption decisions. We then conducted follow-up interviews with 39 of those identified as members of the early and late majority to determine why the measures faculty members identified in the survey would impact their decision to adopt BL to the degree they indicated.

Lead Presenter

Wendy Porter received a J.D. as well as a Ph.D. in Instructional Psychology and Technology from Brigham Young University. Her research focuses on institutional adoption of blended learning and has been published in top education technology journals. She is currently advising Imagine Learning on best practices for technology integration in K-12 settings. She is also serving on the board of directors for Franklin Discovery Academy, a charter school emphasizing blended learning that will open its doors next year.



Charles R. Graham is an Associate Professor of Instructional Psychology and Technology at Brigham Young University with interest in technology-mediated teaching and learning. Charles studies the design and evaluation of blended learning environments and the use of technology to enhance teaching and learning. Charles has authored articles in over two dozen journals. He has also published work related to online and blended learning environments in edited books including Online Collaborative Learning: Theory and Practice, Blended Learning: Research Perspectives, The Encyclopedia of Distance Learning, and the AECT Handbook of Research on Educational Communications and Technology. Charles also co-edited the Handbook of Blended Learning: Global Perspectives, Local Designs which contains thirty-nine chapters with examples of blended learning in higher education, corporate, and military contexts from around the world. His research publications can be found online at: http://www.mendeley.com/profiles/charles-r-graham/