Experts speaking: Crucial teacher attributes for implementing blended learning in higher education

Bram Bruggeman, Jo Tondeur, Katrien Struyven, Bram Pynoo, Anja Garone, Silke Vanslambrouck

Research output: Contribution to journalArticlepeer-review

167 Citations (Scopus)

Abstract

While blended learning in higher education is valued for various reasons such as addressing students’ needs for flexibility, blended learning implementation remains a challenging process. Because the teacher lies at the heart of any educational change process, the current qualitative study investigates crucial teacher attributes for blended learning implementation from the perspective of experts. Experts can analyze deep structures of complex organizational problems and hold process knowledge that can generate practical effect. Twelve expert interviews are conducted and reveal two groups of blended learning teacher attributes: seven adaptive attributes such as realizing a pedagogical need for change or creatively connecting technologies to learning processes, and four maladaptive attributes such as a need for a clear understanding of blended learning or feeling anxious about (the implications of) technology. This study utilizes a holistic approach to identify related teacher attributes that critically influence the implementation of blended learning in higher education.
Original languageEnglish
Article number100772
JournalThe Internet and Higher Education
Volume48
DOIs
Publication statusPublished - 26 Sep 2020

Keywords

  • Blended learning
  • Expert interviews
  • Higher education
  • Teacher attributes
  • Teacher change

Fingerprint

Dive into the research topics of 'Experts speaking: Crucial teacher attributes for implementing blended learning in higher education'. Together they form a unique fingerprint.

Cite this