Abstract Relatively little research on blended learning (BL) addresses institutional adoption, although such research would benefit institutions of higher education in strategically adopting and implementing BL. In a prior study, the authors proposed a framework for institutional BL adoption, identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies that framework as well as Rogers’ diffusion of innovations theory to determine the degree to which institutional strategy, structure, and support decisions facilitate or impede BL adoption among higher education faculty. The authors also explore whether faculty members’ innovation adoption category (innovator, early adopter, early majority, late majority, or laggard) affects which decisions facilitate or impede BL adoption. To achieve these objectives, the authors surveyed 214 faculty members at a university in the adoption/early implementation stage, Brigham Young University-Idaho. We found that the availability of sufficient infrastructure, technological support, pedagogical support, evaluation data, and an institution’s purpose for adopting BL would most significantly influence faculty adoption. We also identified a wide range of factors that would influence each category of innovation adopters.
CITATION: Porter, W.W. and Graham, C.R. (2016), Drivers and barriers to blended learning adoption. Br J Educ Technol, 47: 748-762. https://doi.org/10.1111/bjet.12269