AI Article Synopsis
- Blended learning combines online and face-to-face instruction, offering potential improvements in educational outcomes, especially in places like Pakistan, where access to quality training is limited.
- This study explores the motivational factors affecting schoolteachers’ willingness to adopt blended learning in their training programs, utilizing a model that examines both intrinsic and extrinsic motivations.
- Findings indicate that while these motivational factors notably influence adoption, aspects like training quality and educational environment are less significant, highlighting the need for educational leaders to focus on these motivational elements for effective teacher professional development.
Article Abstract
Blended learning (BL), a teaching method merging online and face-to-face learning, is lauded for its potential to enrich educational outcomes and tackle challenges entrenched in conventional teaching practices. In countries like Pakistan, where equitable access to quality professional development remains an obstacle, BL is a promising avenue to surmount training barriers. While BL adoption has evolved swiftly, research into its integration within teacher training remains limited. Notably, no comprehensive model exists describing the motivational factors influencing teachers' perceptions and intentions regarding the blended mode of teacher training. This study aims to identify the motivational elements that motivate schoolteachers in teacher training institutions in Pakistan to incorporate blended learning into their programs. The motivational factors identified in BL literature have been employed to craft a motivation model grounded in their causal relationship. This quantitative study examines the interplay between multiple motivational factors and their impact on BL adoption within teacher training and the BL environment. Surveying 350 schoolteachers (participants) from teacher training institutions, we employed Structural Equation Modeling (SEM) techniques with Smart PLS 4.0 for data analysis. Results reveal that extrinsic and intrinsic motivational factors significantly influence teachers' motivation to adopt BL for training. Notably, "overall training quality" and "educational environment" were non-influential. Overall, the findings underscore that considering a blend of extrinsic and intrinsic factors can wield a 65 % influence on BL adoption. The study's results provide practical guidance for educational leaders, curriculum designers, and faculty members aiming to cultivate a unified blended learning environment for teacher professional development. These insights also underscore the importance of incorporating essential motivational factors into forthcoming blended learning training programs.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11320316 | PMC |
| http://dx.doi.org/10.1016/j.heliyon.2024.e34900 | DOI Listing |
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