Exploring the Correlation Between Blended Learning Adoption and Teaching Pedagogy: A Quantitative Study in Higher Education

Abstract

Blended learning (BL), which is a way of teaching that involves integrating traditional classroom instruction with technology-enhanced learning, has become more popular in higher education. This study is the result of research on BL adoption and teaching pedagogy, which is the focal point of the study, with course design, instructional methods, and institutional support being some of the main enhancers of learning outcomes. A quantitative correlational study was conducted, involving 150–200 instructors from diverse disciplines. Data were collected in a survey using the Blended Learning Acceptance Scale (BLAS) and analysed by descriptive and inferential statistics. The results summarized a moderate positive correlation (r=0.72) between BL adoption and pedagogical practices, which means that BL has the potential to transform education. The took-up team-teaching and the built-in pedagogical approaches the participants. Nevertheless, challenges like the lack of resources, technological barriers, and nonuniformity in instructor training were revealed. The reliability of the questionnaire was tested and the result (Cronbach's Alpha > 0.7) demonstrated its internal consistency which indicates the quality of the data. It is the conclusion of the study that proactive course design, teacher professional development, and institutional support are essential prerequisites for being able to effectively implement gram BL. Therefore, the requirement for a vision of the future to deal with cultural and technical obstacles is accentuated. In this research, the major ones are the fact that the participants were mostly female and the fact that the results were only based on the self-reported data, which may lead to the loss of generalizability. However, there are several ways that could be taken up as a matter of future research, among them are investigating the long-term effects of BL on student performance, retention, and teaching methodologies with the focus placed on diversified and underprivileged educational contexts.