Dahri Nisar Ahmed, Yahaya Noraffandy, Al-Rahmi Waleed Mugahed, Noman Haitham Ameen, Alblehai Fahad, Kamin Yusri Bin, Soomro Rahim Bux, Shutaleva Anna, Al-Adwan Ahmad Samed
Faculty of Social Sciences and Humanities, School of Education, University Technology Malaysia, Malaysia.
Computer Engineering, King Abdullah II School of Engineering, Princess Sumaya University for Technology, Khalil Saket Street Al-Jubeiha 11941, P.O. Box 1438, Amman, Jordan.
Heliyon. 2024 Jul 20;10(15):e34900. doi: 10.1016/j.heliyon.2024.e34900. eCollection 2024 Aug 15.
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.
混合式学习（BL）是一种将在线学习和面对面学习相结合的教学方法，因其在丰富教育成果和应对传统教学实践中根深蒂固的挑战方面的潜力而受到赞誉。在巴基斯坦等国家，公平获得高质量专业发展仍然是一个障碍，混合式学习是克服培训障碍的一条有前途的途径。虽然混合式学习的采用发展迅速，但对其在教师培训中的整合研究仍然有限。值得注意的是，不存在描述影响教师对混合式教师培训模式的看法和意图的动机因素的综合模型。本研究旨在确定促使巴基斯坦教师培训机构的学校教师将混合式学习纳入其课程的动机因素。混合式学习文献中确定的动机因素已被用于构建一个基于因果关系的动机模型。这项定量研究考察了多种动机因素之间的相互作用及其对教师培训中混合式学习采用情况和混合式学习环境的影响。我们对来自教师培训机构的350名学校教师（参与者）进行了调查，采用Smart PLS 4.0的结构方程建模（SEM）技术进行数据分析。结果表明，外在和内在动机因素显著影响教师采用混合式学习进行培训的动机。值得注意的是，“整体培训质量”和“教育环境”没有影响。总体而言，研究结果强调，考虑外在和内在因素的混合可以对混合式学习的采用产生65%的影响。该研究结果为旨在为教师专业发展营造统一混合式学习环境的教育领导者、课程设计者和教师提供了实践指导。这些见解还强调了将基本动机因素纳入即将推出的混合式学习培训计划的重要性。
