Blended Learning Motivation: A Perception of Faculty Members

Blended learning instruction mixes different
types of media like video, text and audio at distinct time
interval i.e., synchronous and asynchronous with
traditional way of teaching in a same subject. inadequate
research on instructor motivation with regards to
integrating educational technology for instructions is
part of blended learning concerns. In this study, factors
responsible for motivating instructors were used and also
empirically validated in measuring the extent of their
effect on instructor motivation for blended learning in
higher education institutions. Among the factors are:
Academic Workload; frequent Instructor Interactions
with technology; Institutional Environment; Instructor
Interactions with Students; Instructor Learning and
Instructor Attitude and Beliefs, with great significance
positive impact on motivation to apply blended learning.
The factors validity was measured with the data collected
from 362 instructors of higher education institutions in
Turkey and North Cyprus. The study result affirmed the
positive effect of these factors on blended learning
process. The study is significant to blended learning
literature based on the fact that instructors’ motivation
is prioritized and guarantees the blended courses
remained specific to blended format by capturing
through its unique form and features.