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Learning in Context: Faculty Adoption of Blended Learning through Socio-Constructivist and Ecological Lenses

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Title: Learning in Context: Faculty Adoption of Blended Learning through Socio-Constructivist and Ecological Lenses
Language: English
Authors: Ahmed Antwi-Boampong (ORCID 0000-0003-2887-2807), Martin Mabeifam Ujakpa (ORCID 0000-0002-3987-8975), David King Boison (ORCID 0000-0003-3717-9764), Frank Senyo Loglo (ORCID 0000-0002-0098-739X), Ebenezer Malcalm (ORCID 0000-0001-6442-5188)
Source: Open Praxis. 2025 17(4):803-820.
Availability: International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Blended Learning, College Faculty, Technology Uses in Education, Technological Literacy, Teaching Experience, Access to Computers, Social Influences, Cultural Influences, Barriers, Resources, Administrator Role, Teacher Attitudes
Geographic Terms: Ghana
ISSN: 1369-9997
2304-070X
Abstract: This study explored factors influencing faculty adoption of Blended Learning (BL) at a public university in Ghana, explicitly applying socio-constructivist and socioecological frameworks to examine how individual, institutional, and socio-cultural dynamics shape engagement with digital learning technologies. Data were collected through semi-structured interviews with 25 faculty members, document analysis, and participant observation, and analyzed using Abductive Grounded Theory and Constant Comparative Analysis. The findings revealed three key themes: professional histories and digital literacy, institutional support and technological infrastructure, and socio-cultural resistance to BL. Faculty with prior digital experience found the transition smoother, while others faced challenges due to limited BL literacy. Inconsistent infrastructure and insufficient institutional support were significant barriers, compounded by cultural resistance to digital learning and a preference for traditional teaching methods. Through the socio-constructivist lens, the study shows how prior experiences and guided learning shaped faculty adaptation, while the socio-ecological lens highlights the influence of exosystem (institutional support) and macrosystem (cultural values) factors in either constraining or enabling adoption. The study contributes to socio-constructivist and socio-ecological theories by emphasizing the interplay of individual, institutional, and cultural factors in BL adoption. Practically, it underscores the need for comprehensive faculty training, robust technological infrastructure, and strategies to address socio-cultural resistance. Continuous support beyond initial training is essential for sustained engagement. This research fills a gap by offering a contextually grounded analysis of BL adoption in a resource-constrained environment, with implications for higher education in Ghana and other developing countries.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490435
Database: ERIC
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  Data: Learning in Context: Faculty Adoption of Blended Learning through Socio-Constructivist and Ecological Lenses
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  Data: <searchLink fieldCode="AR" term="%22Ahmed+Antwi-Boampong%22">Ahmed Antwi-Boampong</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2887-2807">0000-0003-2887-2807</externalLink>)<br /><searchLink fieldCode="AR" term="%22Martin+Mabeifam+Ujakpa%22">Martin Mabeifam Ujakpa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3987-8975">0000-0002-3987-8975</externalLink>)<br /><searchLink fieldCode="AR" term="%22David+King+Boison%22">David King Boison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3717-9764">0000-0003-3717-9764</externalLink>)<br /><searchLink fieldCode="AR" term="%22Frank+Senyo+Loglo%22">Frank Senyo Loglo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0098-739X">0000-0002-0098-739X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ebenezer+Malcalm%22">Ebenezer Malcalm</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6442-5188">0000-0001-6442-5188</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Open+Praxis%22"><i>Open Praxis</i></searchLink>. 2025 17(4):803-820.
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  Data: International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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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="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Resources%22">Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Role%22">Administrator Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: 1369-9997<br />2304-070X
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  Label: Abstract
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  Data: This study explored factors influencing faculty adoption of Blended Learning (BL) at a public university in Ghana, explicitly applying socio-constructivist and socioecological frameworks to examine how individual, institutional, and socio-cultural dynamics shape engagement with digital learning technologies. Data were collected through semi-structured interviews with 25 faculty members, document analysis, and participant observation, and analyzed using Abductive Grounded Theory and Constant Comparative Analysis. The findings revealed three key themes: professional histories and digital literacy, institutional support and technological infrastructure, and socio-cultural resistance to BL. Faculty with prior digital experience found the transition smoother, while others faced challenges due to limited BL literacy. Inconsistent infrastructure and insufficient institutional support were significant barriers, compounded by cultural resistance to digital learning and a preference for traditional teaching methods. Through the socio-constructivist lens, the study shows how prior experiences and guided learning shaped faculty adaptation, while the socio-ecological lens highlights the influence of exosystem (institutional support) and macrosystem (cultural values) factors in either constraining or enabling adoption. The study contributes to socio-constructivist and socio-ecological theories by emphasizing the interplay of individual, institutional, and cultural factors in BL adoption. Practically, it underscores the need for comprehensive faculty training, robust technological infrastructure, and strategies to address socio-cultural resistance. Continuous support beyond initial training is essential for sustained engagement. This research fills a gap by offering a contextually grounded analysis of BL adoption in a resource-constrained environment, with implications for higher education in Ghana and other developing countries.
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  Data: EJ1490435
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 18
        StartPage: 803
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Blended Learning
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Technological Literacy
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Access to Computers
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      – SubjectFull: Social Influences
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Barriers
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      – SubjectFull: Resources
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      – SubjectFull: Administrator Role
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Ghana
        Type: general
    Titles:
      – TitleFull: Learning in Context: Faculty Adoption of Blended Learning through Socio-Constructivist and Ecological Lenses
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              Y: 2025
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