Abstract
The COVID-19 pandemic ushered in a rapid shift to online learning. Nearly all
university instructors gained experience in emergency remote teaching. Prior to the pandemic, embracing blended learning was a choice for instructors1; however, the pandemic made it a requirement. The question arises if the existing factors for instructors to adopt blended learning are still valid. After witnessing emergency remote teaching due to the pandemic, this study aims to re-investigate and reexamine the influential factors for Dutch technical university instructors to develop blended learning. A literature review is undertaken to recognize intrinsic influential factors (technical literacy, pedagogical readiness, belief and attitude) and extrinsic influential factors (time commitment, Organization incentive and professional development support). Future improvements and new influential reasons for instructors to incorporate blended learning are identified. Beyond COVID-19, the findings of this study serve as a source of information and a new starting point for successful professional growth and support in blended education.
university instructors gained experience in emergency remote teaching. Prior to the pandemic, embracing blended learning was a choice for instructors1; however, the pandemic made it a requirement. The question arises if the existing factors for instructors to adopt blended learning are still valid. After witnessing emergency remote teaching due to the pandemic, this study aims to re-investigate and reexamine the influential factors for Dutch technical university instructors to develop blended learning. A literature review is undertaken to recognize intrinsic influential factors (technical literacy, pedagogical readiness, belief and attitude) and extrinsic influential factors (time commitment, Organization incentive and professional development support). Future improvements and new influential reasons for instructors to incorporate blended learning are identified. Beyond COVID-19, the findings of this study serve as a source of information and a new starting point for successful professional growth and support in blended education.
| Original language | English |
|---|---|
| Title of host publication | Proceedings SEFI 49th Annual Conference 2021 |
| Subtitle of host publication | Blended Learning in Engineering Education: challenging, enlightening – and lasting? |
| Editors | Hans-Ulrich Heiß, Hannu-Matti Järvinen, Annette Mayer, Alexandra Schulz |
| Publisher | Societe Europeenne pour la Formation des Ingenieurs (SEFI) |
| Pages | 394-402 |
| ISBN (Electronic) | 978-2-87352-023-6 |
| Publication status | Published - 30 Nov 2021 |
| Event | 49th SEFI Annual Conference 2021: Blended Learning in Engineering Education: challenging, enlightening - and lasting? - Virtual, Berlin, Virtual, Germany Duration: 13 Sept 2021 → 16 Sept 2021 Conference number: 49 https://sefi2021.eu/ |
Conference
| Conference | 49th SEFI Annual Conference 2021 |
|---|---|
| Abbreviated title | SEFI |
| Country/Territory | Germany |
| City | Berlin, Virtual |
| Period | 13/09/21 → 16/09/21 |
| Internet address |