How do they like it? Higher education teachers’ professional development preferences for blended learning and technology acceptance profiles
Blended learning is useful in higher education for catering to diverse student learning needs, however, higher education teaching staff need to be trained and supported so that it is applied attentively. Higher education teachers are diverse themselves with complex professional development needs. Th...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-05-01
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| Series: | Computers in Human Behavior Reports |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2451958825000958 |
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| author | Anja Garone Sarah K. Howard Jie Yang Jo Tondeur Bram Pynoo Bram Bruggeman Katrien Struyven |
| author_facet | Anja Garone Sarah K. Howard Jie Yang Jo Tondeur Bram Pynoo Bram Bruggeman Katrien Struyven |
| author_sort | Anja Garone |
| collection | DOAJ |
| description | Blended learning is useful in higher education for catering to diverse student learning needs, however, higher education teaching staff need to be trained and supported so that it is applied attentively. Higher education teachers are diverse themselves with complex professional development needs. This study aims to examine the relationships between professional development preferences and 217 teaching staff grouped into technology acceptance profiles: high, moderate and low. Association rules analysis was run on an 18-item questionnaire dataset of the teaching staff's professional development preferences for blended learning. Results show that the high group is highly motivated to professionalise themselves collaboratively with added central support. The moderate group prefers centrally organised and guided professional development initiatives. The low group prefers centrally organised initiatives with guidance as well as incentive for professionalisation. These results highlight the differences between the groups, and how these preferences can be useful for designing targeted initiatives along with adapted communication strategies for groups with different technology acceptance levels. |
| format | Article |
| id | doaj-art-3345db5047f1439f936765bdb35e4a2e |
| institution | OA Journals |
| issn | 2451-9588 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers in Human Behavior Reports |
| spelling | doaj-art-3345db5047f1439f936765bdb35e4a2e2025-08-20T02:01:06ZengElsevierComputers in Human Behavior Reports2451-95882025-05-011810068010.1016/j.chbr.2025.100680How do they like it? Higher education teachers’ professional development preferences for blended learning and technology acceptance profilesAnja Garone0Sarah K. Howard1Jie Yang2Jo Tondeur3Bram Pynoo4Bram Bruggeman5Katrien Struyven6Faculty of Psychology and Education, Vrije Universiteit Brussel, Pleinlaan 2, 1050, Brussels, BelgiumSchool of Education, University of Leeds, Leeds, LS2 9JT, United Kingdom; Vrije Universiteit Brussel, Multidisciplinair Instituut Lerarenopleiding, Brussels Research Institute for Teacher Education, Pleinlaan 2, 1050, Brussels, Belgium; Corresponding author. School of Education, University of Leeds, Leeds, LS2 9JT, United Kingdom.Faculty of Engineering and Information Sciences, School of Computing and Information Technology, University of Wollongong, Wollongong, NSW, 2522, AustraliaVrije Universiteit Brussel, Multidisciplinair Instituut Lerarenopleiding, Brussels Research Institute for Teacher Education, Pleinlaan 2, 1050, Brussels, BelgiumEducation Policy Department, VIVES University of Applied Sciences, Doorniksesteenweg 145, 8500, Kortrijk, BelgiumVrije Universiteit Brussel, Multidisciplinair Instituut Lerarenopleiding, Brussels Research Institute for Teacher Education, Pleinlaan 2, 1050, Brussels, Belgium; Teacher Education Department, Secondary Education, Artevelde University of Applied Sciences, Kattenberg 9, 9000, Gent, BelgiumUHasselt Research on Innovative and Society-engaged Education (U-RISE), School for Educational Studies, Hasselt University, Martelarenlaan 42, 3500, Hasselt, BelgiumBlended learning is useful in higher education for catering to diverse student learning needs, however, higher education teaching staff need to be trained and supported so that it is applied attentively. Higher education teachers are diverse themselves with complex professional development needs. This study aims to examine the relationships between professional development preferences and 217 teaching staff grouped into technology acceptance profiles: high, moderate and low. Association rules analysis was run on an 18-item questionnaire dataset of the teaching staff's professional development preferences for blended learning. Results show that the high group is highly motivated to professionalise themselves collaboratively with added central support. The moderate group prefers centrally organised and guided professional development initiatives. The low group prefers centrally organised initiatives with guidance as well as incentive for professionalisation. These results highlight the differences between the groups, and how these preferences can be useful for designing targeted initiatives along with adapted communication strategies for groups with different technology acceptance levels.http://www.sciencedirect.com/science/article/pii/S2451958825000958Professional developmentHigher educationTeaching staffBlended learningData miningAssociation rules analysis |
| spellingShingle | Anja Garone Sarah K. Howard Jie Yang Jo Tondeur Bram Pynoo Bram Bruggeman Katrien Struyven How do they like it? Higher education teachers’ professional development preferences for blended learning and technology acceptance profiles Computers in Human Behavior Reports Professional development Higher education Teaching staff Blended learning Data mining Association rules analysis |
| title | How do they like it? Higher education teachers’ professional development preferences for blended learning and technology acceptance profiles |
| title_full | How do they like it? Higher education teachers’ professional development preferences for blended learning and technology acceptance profiles |
| title_fullStr | How do they like it? Higher education teachers’ professional development preferences for blended learning and technology acceptance profiles |
| title_full_unstemmed | How do they like it? Higher education teachers’ professional development preferences for blended learning and technology acceptance profiles |
| title_short | How do they like it? Higher education teachers’ professional development preferences for blended learning and technology acceptance profiles |
| title_sort | how do they like it higher education teachers professional development preferences for blended learning and technology acceptance profiles |
| topic | Professional development Higher education Teaching staff Blended learning Data mining Association rules analysis |
| url | http://www.sciencedirect.com/science/article/pii/S2451958825000958 |
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