Blended learning motivation model for instructors in higher education institutions
Abstract Currently, blended learning (BL) is trending among higher education institutions (HEIs) around the globe. Despite its popularity, no model exists that describes the motivation that affects instructors’ opinions and beliefs regarding online learning. Therefore, the purpose of this study is t...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2019-05-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s41239-019-0145-2 |
| _version_ | 1818850927517368320 |
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| author | Mohammed Mansur Ibrahim Muesser Nat |
| author_facet | Mohammed Mansur Ibrahim Muesser Nat |
| author_sort | Mohammed Mansur Ibrahim |
| collection | DOAJ |
| description | Abstract Currently, blended learning (BL) is trending among higher education institutions (HEIs) around the globe. Despite its popularity, no model exists that describes the motivation that affects instructors’ opinions and beliefs regarding online learning. Therefore, the purpose of this study is to identify the factors responsible for motivating instructors at HEIs to integrate the BL approach into their courses. Two categories of motivational factors, namely, extrinsic and intrinsic, have been identified in the BL literature. These factors have been used to design a motivation model based on the cause-effect relationship between them. Survey data were collected from 362 HEI instructors in Turkey and North Cyprus for analysis using a structural equation modelling method. The results indicated that both extrinsic and intrinsic motivational factors have a significant impact on the instructors’ motivation to apply the BL approach. However, the extrinsic factor, i.e., “academic workload”, did not influence the instructors’ motivation. In general, the findings confirmed that, the consideration of both extrinsic and intrinsic factors for motivating the application of blended learning has a 79% impact on the adoption of BL. The findings of this study provide practical solutions for educational managers, curriculum designers and faculty members towards creating a cohesive BL environment in HEIs. |
| first_indexed | 2024-12-19T06:56:54Z |
| format | Article |
| id | doaj.art-fdb891c95f7c49ed87c0303403b6362d |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-19T06:56:54Z |
| publishDate | 2019-05-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-fdb891c95f7c49ed87c0303403b6362d2022-12-21T20:31:31ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402019-05-0116112110.1186/s41239-019-0145-2Blended learning motivation model for instructors in higher education institutionsMohammed Mansur Ibrahim0Muesser Nat1Management Information Systems Department, Cyprus International UniversityManagement Information Systems Department, Cyprus International UniversityAbstract Currently, blended learning (BL) is trending among higher education institutions (HEIs) around the globe. Despite its popularity, no model exists that describes the motivation that affects instructors’ opinions and beliefs regarding online learning. Therefore, the purpose of this study is to identify the factors responsible for motivating instructors at HEIs to integrate the BL approach into their courses. Two categories of motivational factors, namely, extrinsic and intrinsic, have been identified in the BL literature. These factors have been used to design a motivation model based on the cause-effect relationship between them. Survey data were collected from 362 HEI instructors in Turkey and North Cyprus for analysis using a structural equation modelling method. The results indicated that both extrinsic and intrinsic motivational factors have a significant impact on the instructors’ motivation to apply the BL approach. However, the extrinsic factor, i.e., “academic workload”, did not influence the instructors’ motivation. In general, the findings confirmed that, the consideration of both extrinsic and intrinsic factors for motivating the application of blended learning has a 79% impact on the adoption of BL. The findings of this study provide practical solutions for educational managers, curriculum designers and faculty members towards creating a cohesive BL environment in HEIs.http://link.springer.com/article/10.1186/s41239-019-0145-2Blended learningHigher education institutionsInstructorMotivation modelStructural equation model |
| spellingShingle | Mohammed Mansur Ibrahim Muesser Nat Blended learning motivation model for instructors in higher education institutions International Journal of Educational Technology in Higher Education Blended learning Higher education institutions Instructor Motivation model Structural equation model |
| title | Blended learning motivation model for instructors in higher education institutions |
| title_full | Blended learning motivation model for instructors in higher education institutions |
| title_fullStr | Blended learning motivation model for instructors in higher education institutions |
| title_full_unstemmed | Blended learning motivation model for instructors in higher education institutions |
| title_short | Blended learning motivation model for instructors in higher education institutions |
| title_sort | blended learning motivation model for instructors in higher education institutions |
| topic | Blended learning Higher education institutions Instructor Motivation model Structural equation model |
| url | http://link.springer.com/article/10.1186/s41239-019-0145-2 |
| work_keys_str_mv | AT mohammedmansuribrahim blendedlearningmotivationmodelforinstructorsinhighereducationinstitutions AT muessernat blendedlearningmotivationmodelforinstructorsinhighereducationinstitutions |