Digital Object Identifier
10.18870/hlrc.v16i1.1600
ORCID
Devrim Akgunduz 0000-0002-4684-8416;
Aysegul Kinik Topalsan, 0000-0003-0947-5355
Abstract
Objectives: Blended learning has gained increasing attention in higher education as a hybrid approach that integrates face-to-face and online modalities. This study investigates academics’ decision-making processes and challenges in implementing blended learning models to inform future educational practices.
Methods: An exploratory case study design was employed. Data were obtained from academics representing multiple faculties who participated in a professional development program on technological approaches and learning models. Participants completed the Blended Learning Sub-Model Preparation Form, which was analyzed to identify preferences and challenges in adopting blended learning.
Results: Findings reveal a clear preference for sub-models such as the flipped classroom, enriched virtual classroom, and station rotation, particularly for theoretical courses. Academics valued blended learning for its potential to enhance flexibility, engagement, and accessibility. However, adoption was hindered by limited digital competence, resource constraints, and resistance to pedagogical change. The study also found that faculty background and institutional context influenced the selection of sub-models and implementation strategies.
Conclusions: The results highlight the need to align blended learning models with course content, student needs, and institutional objectives to achieve effective and sustainable integration.
Implications: Institutions should provide targeted professional development, strengthen technological infrastructure, and promote interdisciplinary collaboration to support academics’ capacity for innovative and contextually relevant blended learning practices in higher education.
Recommended Citation
Akgunduz, D.,
&
Kinik Topalsan, A.
(2026).
Examining Academics’ Decision-Making Processes and Implementation Challenges of Blended Learning Models for Future Higher Education.
Higher Learning Research Communications, 16 (1).
DOI:10.18870/hlrc.v16i1.1600
