ArticleHeliyon2024
Investigating the motivating factors that influence the adoption of blended learning for teachers' professional development.
Article in Heliyon, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Practices of Evidence-based Mathematics Interventions for Children with Autism Spectrum Disorder: A Cross-sectional Study.Annals of African medicine · 2026Article
- Defining the influence of digitalization on the future of dentistry through an educational handbook for Computer Aided Design tool training.BMC medical education · 2026Article
- Examining the impact of generative AI on student motivation and engagement: the mediating role of autonomy-support and autonomous motivation in education.Frontiers in psychology · 2026Article
- From Text to Test: Pre-Lecture Reading Boosts Medical Students' Comprehension and Retention.Saudi medical journal · 2026Article
- Sustainable adoption of artificial intelligence and the Metaverse in higher education: an environmental, social, and governance-based analysis of pedagogical innovation and perceived student learning outcomes.Frontiers in artificial intelligence · 2026Article
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Authors and funding
9 authors.
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Abstract
Blended learning (BL), a teaching method merging online and face-to-face learning, is lauded for its potential to enrich educational outcomes and tackle challenges entrenched in conventional teaching practices. In countries like Pakistan, where equitable access to quality professional development remains an obstacle, BL is a promising avenue to surmount training barriers. While BL adoption has evolved swiftly, research into its integration within teacher training remains limited. Notably, no comprehensive model exists describing the motivational factors influencing teachers' perceptions and intentions regarding the blended mode of teacher training. This study aims to identify the motivational elements that motivate schoolteachers in teacher training institutions in Pakistan to incorporate blended learning into their programs. The motivational factors identified in BL literature have been employed to craft a motivation model grounded in their causal relationship. This quantitative study examines the interplay between multiple motivational factors and their impact on BL adoption within teacher training and the BL environment. Surveying 350 schoolteachers (participants) from teacher training institutions, we employed Structural Equation Modeling (SEM) techniques with Smart PLS 4.0 for data analysis. Results reveal that extrinsic and intrinsic motivational factors significantly influence teachers' motivation to adopt BL for training. Notably, "overall training quality" and "educational environment" were non-influential. Overall, the findings underscore that considering a blend of extrinsic and intrinsic factors can wield a 65 % influence on BL adoption. The study's results provide practical guidance for educational leaders, curriculum designers, and faculty members aiming to cultivate a unified blended learning environment for teacher professional development. These insights also underscore the importance of incorporating essential motivational factors into forthcoming blended learning training programs.
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