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Examining Academics' Decision-Making Processes and Implementation Challenges of Blended Learning Models for Future Higher Education

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Title: Examining Academics' Decision-Making Processes and Implementation Challenges of Blended Learning Models for Future Higher Education
Language: English
Authors: Devrim Akgunduz (ORCID 0000-0002-4684-8416), Aysegul Kinik Topalsan (ORCID 0000-0003-0947-5355)
Source: Higher Learning Research Communications. 2026 16(1).
Availability: Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: HLRCeditor@mail.waldenu.edu; Web site: https://scholarworks.waldenu.edu/hlrc/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Blended Learning, Decision Making, Barriers, Higher Education, Futures (of Society), Educational Trends, In Person Learning, Electronic Learning, College Faculty, Teacher Attitudes, Foreign Countries, Technology Uses in Education, Faculty Development, Universities, Teaching Methods
Geographic Terms: Turkey (Istanbul)
ISSN: 2157-6254
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 investigated 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 revealed 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 highlighted 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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505405
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Examining Academics' Decision-Making Processes and Implementation Challenges of Blended Learning Models for Future Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Devrim+Akgunduz%22">Devrim Akgunduz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4684-8416">0000-0002-4684-8416</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aysegul+Kinik+Topalsan%22">Aysegul Kinik Topalsan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0947-5355">0000-0003-0947-5355</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Higher+Learning+Research+Communications%22"><i>Higher Learning Research Communications</i></searchLink>. 2026 16(1).
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  Data: Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: HLRCeditor@mail.waldenu.edu; Web site: https://scholarworks.waldenu.edu/hlrc/
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  Data: 19
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Futures+%28of+Society%29%22">Futures (of Society)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey+%28Istanbul%29%22">Turkey (Istanbul)</searchLink>
– Name: ISSN
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  Data: 2157-6254
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objectives: Blended learning has gained increasing attention in higher education as a hybrid approach that integrates face-to-face and online modalities. This study investigated 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 revealed 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 highlighted 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.
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  Data: 2026
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  Data: EJ1505405
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Futures (of Society)
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Faculty Development
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      – SubjectFull: Universities
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Turkey (Istanbul)
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            NameFull: Aysegul Kinik Topalsan
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