Implementing Blended Learning in Classrooms: Educators' Perspectives

Document Type

Book Chapter

Source of Publication

Handbook of Research on Innovations in Non-Traditional Educational Practices

Publication Date

1-1-2021

Abstract

Blended learning is one of the modalities used to enhance students' learning experiences in the 21st century. South African educators who migrate to countries overseas have mixed feelings about their teaching using technology in schools. This chapter presents findings on implementation of blended learning in mathematics classrooms from the perspectives of two South African educators working in an international school in Saudi Arabia. The study was done using a qualitative case study within an interpretivist paradigm and it was guided by the technology acceptance model. Two South African educators teaching at an international school in Saudi Arabia were purposively selected to participate in the study. Data was collected using semi-structured interviews and document analysis. A significant contribution of the study was the development of a model which shows that perspectives of the educators on blended learning hinges on two entities: technology acceptance and educators' self-efficacy.

ISSN

2326-8905

Publisher

IGI Global

First Page

327

Last Page

340

Disciplines

Education | Physical Sciences and Mathematics | Social and Behavioral Sciences

Scopus ID

85137468717

Indexed in Scopus

yes

Open Access

no

Link to Full Text

Share

COinS