Abstract
Background: Blended learning (BL) has been an important feature of the changing teaching and learning landscape in higher education over the last several decades. Despite a multitude of definitions, BL in essence refers to a combination of face-to-face instruction and online learning. Although BL has been integrated into higher education institutions, in developed, western countries, in developing countries, such as Saudi Arabia, BL is a relatively recent phenomenon in higher education in that country.Aims: The main goal of thesis was to understand how variables derived from a novel and extended version of the Technology Acceptance Model (TAM), are connected to the intentions of academic staff to adopt BL in a higher education setting in Saudi Arabia. These included core variables from the TAM including, perceived usefulness and perceived ease of use, as well as factors from extended versions, such as computer self-efficacy. The novel variables added to the TAM in this thesis captured perceptions of institutional support, structure, and strategy. Design and methods: To address the aims of the research, an explanatory sequential mixed methods design was employed. The first phase involved the collection of largely quantitative data through the administration and collection of survey data. There was also some qualitative data through capturing of open-ended responses. The second phase involved the collection of qualitative data in the form of interview responses.
Sample: Data collection was carried out in two phases involving academics working at Imam Mohammad Ibn Saud Islamic University (IMSIU) in Saudi Arabia. The first phase of the research involved a sample of 333 academic staff members, male (n = 229) and female (n = 104). Just over one-third of the participants were aged between 30-39 years and 40-49 years. This phase was carried out in the first half of 2017. To build on the insights obtained from the first phase of the research, a second phase was conducted in the second half of 2017 in which 10 Saudi academic staff, female (n = 5) and male (n = 5), participated in semi-structured interviews.
Data analysis and results: Quantitative were analysed using confirmatory factor analysis and structural equation modelling. Both the measurement model (CFA) and structural equation model had good measures of fit. Eight out of twelve hypotheses were supported, with the final model explaining 68% of the variance in the dependent variable, behavioural intention to use blended learning. The qualitative data from the interviews and open-ended responses were analysed using thematic analysis. The themes were reflective of the variables investigated in the quantitative phase, but added valuable in-depth insights into the lived experiences of academics grappling with issues associated with blended learning adoption in a Saudi higher education setting.
Conclusions and implications: Overall, the findings confirmed the validity of the extended TAM in explaining BL adoption for academics working at a major university in Saudi Arabia. From a theoretical perspective, the focus in this study on individual and institutional factors through the lens of TAM framework contributed to addressing the gap in the literature to our understanding of academics’ intentions regarding the acceptance of BL in Saudi higher education. From a practical perspective, the findings from the research should assist policymakers and administrators in Saudi universities to better understand the major issues that encourage or impede academic staff members from BL adoption. Therefore, the study results may contribute to identifying appropriate strategies to promote effective implementation of BL.
| Date of Award | 2023 |
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| Original language | English |
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| Supervisor | Jose Hanham (Supervisor) |