Blended Learning in Higher Education: A Study on Teacher Development Preferences

Strategic Insights -

A new study has investigated the relationships between higher education teachers' professional development preferences and their technology acceptance levels, with a focus on blended learning. The research, conducted by a team of researchers from Vrije Universiteit Brussel, found that teachers' preferences for professional development initiatives varied depending on their technology acceptance levels. The study highlights the importance of tailoring professional development programs to meet the diverse needs of higher education teachers.

Key Takeaways:

  • The study examined the professional development preferences of 217 higher education teachers grouped into three technology acceptance profiles: high, moderate, and low.
  • The results showed that teachers with high technology acceptance levels preferred to professionalize themselves collaboratively with added central support.
  • Teachers with moderate technology acceptance levels preferred centrally organized and guided professional development initiatives.
  • Teachers with low technology acceptance levels preferred centrally organized initiatives with guidance and incentives for professionalization.
  • The study suggested that understanding teachers' professional development preferences can inform the design of targeted initiatives and communication strategies for different technology acceptance levels.
  • The researchers from Vrije Universiteit Brussel aimed to examine the relationships between professional development preferences and technology acceptance profiles using association rules analysis.
  • The study found that teachers' preferences for blended learning initiatives varied depending on their technology acceptance levels, with high acceptance levels correlating with collaborative professional development and low acceptance levels correlating with centrally organized initiatives.

Statistics:

  • 217 higher education teachers were surveyed for this study.
  • The study used an 18-item questionnaire dataset to analyze the teaching staff's professional development preferences.
  • The data showed that teachers with high technology acceptance levels were highly motivated to professionalize themselves collaboratively with added central support.
  • Teachers with moderate technology acceptance levels preferred centrally organized and guided professional development initiatives (63.2%).
  • Teachers with low technology acceptance levels preferred centrally organized initiatives with guidance and incentives for professionalization.
  • The study concluded that understanding teachers' professional development preferences can inform the design of targeted initiatives and communication strategies for different technology acceptance levels.

Sources:

  • NewsRx. Study Findings on Computer Science Published by Researchers at Vrije Universiteit Brussel (VUB) (How do they like it? Higher education teachers' professional development preferences for blended learning and technology acceptance profiles). Education Letter. June 11, 2025; p 667.
  • How do they like it? Higher education teachers' professional development preferences for blended learning and technology acceptance profiles. Computers in Human Behavior Reports, 2025, 18():100680.