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dc.contributor.authorTorrisi-Steele, G
dc.date.accessioned2021-01-15T03:27:47Z
dc.date.available2021-01-15T03:27:47Z
dc.date.issued2015
dc.identifier.isbn9781466682474en_US
dc.identifier.doi10.4018/978-1-4666-8246-7.ch005en_US
dc.identifier.urihttp://hdl.handle.net/10072/401143
dc.description.abstractUniversities are investing considerable resources into blended learning as an institutional strategy to respond to pressures of uncertain economies, increasing globalisation, and the changing expectations of cohorts of digitally savvy students. However, the widespread adoption of effective blended teaching practices has generally not been achieved. A greater understanding of academics' blended teaching practices is needed to facilitate the uptake of effective blended practices on a larger scale. By exploring how various factors influence academics' use of technology with face-to-face teaching, the study makes a contribution to the understanding of academics' blended practices. The study described in this paper uses a mixed method, two phase methodology to develop a predictive model of blended strategy use. A major finding of the study is gender differences in factors predisposing academics towards blended strategy. Factors predisposing academics towards the use of blended in strategies in current practice were found to be: perceived usefulness (but only for male academics), higher education teaching experience, and self-efficacy (but only for females). Significant factors influencing academics' intentions for future blended practice were found to be: perceived usefulness, current use of blended strategies and, for female academics, perceived feasibility.en_US
dc.publisherIGI Globalen_US
dc.relation.ispartofbooktitleCurriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applicationsen_US
dc.relation.ispartofchapter5en_US
dc.relation.ispartofchapternumbers86en_US
dc.relation.ispartofpagefrom73en_US
dc.relation.ispartofpageto91en_US
dc.relation.ispartofvolume1
dc.titleFactors predisposing academics towards the use of blended strategies: A modelen_US
dc.typeBook chapteren_US
dc.type.descriptionB2 - Chapters (Other)en_US
dcterms.bibliographicCitationTorrisi-Steele, G, Factors predisposing academics towards the use of blended strategies: A model, Curriculum Design and Classroom Management: Concepts, Methodologies, Tools, and Applications, 2015, 1, pp. 73-91en_US
dc.date.updated2021-01-15T03:24:05Z
gro.hasfulltextNo Full Text
gro.griffith.authorTorrisi, Geraldine G.


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