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Analysis of Faculty Perceptions toward Blended Learning Adoption at Higher Education Institutes in Oman

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International Journal of Computer Applications
Foundation of Computer Science (FCS), NY, USA
Year of Publication: 2016
Authors:
Virendra Gawande
10.5120/ijca2016909456

Virendra Gawande. Article: Analysis of Faculty Perceptions toward Blended Learning Adoption at Higher Education Institutes in Oman. International Journal of Computer Applications 140(9):50-54, April 2016. Published by Foundation of Computer Science (FCS), NY, USA. BibTeX

@article{key:article,
	author = {Virendra Gawande},
	title = {Article: Analysis of Faculty Perceptions toward Blended Learning Adoption at Higher Education Institutes in Oman},
	journal = {International Journal of Computer Applications},
	year = {2016},
	volume = {140},
	number = {9},
	pages = {50-54},
	month = {April},
	note = {Published by Foundation of Computer Science (FCS), NY, USA}
}

Abstract

This study is mainly intended to identify the factors affecting blended learning adoption, and to find out whether the teaching process is predictive in its adoption at HEIs in Oman. The study adopted quantitative approach that aimed to examine the effect of teaching styles on blended learning adoption. The findings revealed that teaching styles, significantly mediated the relationship of User Acceptance of Technology (UAT) and Blended Learning adoption. Blended learning in the theoretical framework may improve the interaction in learning environment and support effective learning, through greater flexibility. This research is an extension to the study conducted erstwhile on evaluating the perceptions of “Students” towards blended learning adoption at HEIs in Oman [4].

References

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  4. Gawande Virendra, 2015. "Development of Blended Learning Model based on the perceptions of Students at Higher Education Institutes in Oman". International Journal of Computer Applications 114(1): 38-45.
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Keywords

eLearning, Blended Learning, Teaching Styles, User Acceptance of Technology, Behavioural Intention.