Date of Conferral
2-12-2025
Degree
Ph.D.
School
Education
Advisor
Darci Harland
Abstract
Transitioning from paper-based instructional methods to blended learning has rapidly been implemented across higher education institutions in Jamaica. The problem that was addressed through this study was that little is known about the perceptions of Jamaican lecturers regarding their experiences towards repurposing instructional materials for blended learning. The purpose of this qualitative study was to explore the perceptions of Jamaican tertiary education lecturers regarding the experience of repurposing paper instructional materials into digital form for blended learning. The framework for the study was Davis’s technology acceptance model. For this basic qualitative study, seven semistructured interviews were conducted, and a thematic analysis done with the following themes emerging: (a) lecturers perceived that although they faced challenges in transitioning to blended learning, they were able to build their skills and competencies to better use technology tools; (b) lecturers experienced the most challenges with technology and accessibility when they were repurposing material for blended learning; and (c) lecturers’ ability to transition to blended were influenced by their own personal attitudes as well as by social influences such as the support they received from their colleagues, management, and institution. The results of this study may contribute to social change if Jamaican administrators of tertiary institutions support lecturers and students by providing access to computers and the internet while training all users in the functionalities, ultimately improving the student experience.
Recommended Citation
Levy, Bobsie Sophia, "Jamaican Tertiary Education Lecturers’ Perceptions of Repurposing Paper Instructional Materials for Blended Learning" (2025). Walden Dissertations and Doctoral Studies. 17338.
https://scholarworks.waldenu.edu/dissertations/17338
