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<p>Institutional adoption of blended learning has significantly grown in higher education, yet limited research explores how lecturers experience mandated and top-down implementation, particularly in resource-constrained contexts. This mixed-methods study examines these experiences at a university undergoing rapid, institution-driven adoption of blended learning. Ninety-nine lecturers participated in a survey and interviews, complemented by content analysis of relevant institutional documents. Findings show that although lecturers recognised blended learning’s pedagogical value for enhancing student learning, the fast-track nature of the adoption hindered the university’s ability to effectively plan and execute the implementation. As a result, lecturers encountered multiple barriers, including low self-efficacy, institutional readiness, and increased workload, which collectively increased staff frustration and reduced confidence in the initiative. The study highlights how top-down adoption can unintentionally hinder teaching quality when support structures are underdeveloped, underscoring the need for more responsive planning and capacity building in institutional rollouts of blended learning.</p>

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“We had No Choice”: Lecturers’ Experiences with a Top-Down Approach to the Institutional Adoption of Blended Learning

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月15日

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  • Ramiz Ali,
  • Helen Georgiou

摘要

Institutional adoption of blended learning has significantly grown in higher education, yet limited research explores how lecturers experience mandated and top-down implementation, particularly in resource-constrained contexts. This mixed-methods study examines these experiences at a university undergoing rapid, institution-driven adoption of blended learning. Ninety-nine lecturers participated in a survey and interviews, complemented by content analysis of relevant institutional documents. Findings show that although lecturers recognised blended learning’s pedagogical value for enhancing student learning, the fast-track nature of the adoption hindered the university’s ability to effectively plan and execute the implementation. As a result, lecturers encountered multiple barriers, including low self-efficacy, institutional readiness, and increased workload, which collectively increased staff frustration and reduced confidence in the initiative. The study highlights how top-down adoption can unintentionally hinder teaching quality when support structures are underdeveloped, underscoring the need for more responsive planning and capacity building in institutional rollouts of blended learning.