Teacher Adoption of Web-based Learning in Blended Environment

Because of the significant benefits to be gained from Internet technology, many educational institutions have brought in online learning management systems to their traditional classroom courses. The emergence of blended instruction allows teachers to integrate the advantages of face-to-face classroom interactions with positive attributes of distance learning. Nevertheless, the value of the blended approach relies heavily on the teachers’ adoption of the add-on platform. In view of the fact that individual perception has a very real impact on behavior, this paper explores the teachers’ preconceptions about web-based learning system in blended environment. Data were collected via interviews with nine teachers from a tertiary institution about their authentic experiences and viewpoints on an e-learning platform, and were analyzed qualitatively using the approach of phenomenography. Altogether, there emerged nine categories of descriptions on teachers’ perception. The future of blended learning will most likely be determined by how teachers are able to arrive at a good balance between the tradition and the technology. An understanding of the teacher’s perception is crucial to provide insight on successful implementation. The paper ends with the discussion on the implications drawn out from the findings.published_or_final_versionCentre of Information Technology in Education, University of Hong Kong and Education and Manpower Bureau, the Government of the Hong Kong SA