dc.description.abstract | Technological innovations such as blended learning (BL) are rapidly changing teaching and learning in higher education, where BL integrates face to face teaching with web based learning. Thus, as polices related to BL increases, it is required to explore the theoretical foundation of BL studies and how BL were adopted and implemented in relation to students, lecturers and administration. However, only fewer studies have focused on exploring the constructs and factors related to BL adoption by considering the students, lecturers and administration concurrently. Likewise, prior research neglects to explore what practices are involved for BL implementation. Accordingly, this study systematically reviews, synthesizes, and provides meta-analysis of 94 BL research articles published from 2004 to 2020 to present the theoretical foundation of BL adoption and implementation in higher education. The main findings of this study present the constructs and factors that influence students, lecturers and administration towards adopting BL in higher education. Moreover, findings suggest that the BL practices to be implemented comprises of face-to-face, activities, information, resources, assessment, and feedback for students and technology, pedagogy, content, and knowledge for lecturers. Besides, the review reveals that the ad hoc, technology acceptance model, information system success model, the unified theory of acceptance and use of technology, and lastly diffusion of innovations theories are the mostly employed theories employed by prior studies to explore BL adoption. Findings from this study has implications for student, lecturers and administrators by providing insights into the theoretical foundation of BL adoption and implementation in higher education. | en_US |
dc.description.localcode | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. | en_US |