Project introduction and background information
The COVID-19 pandemic has caused unprecedented challenges to universities and teachers in continuing to provide high-quality education. Two-thirds of higher education institutions (HEIs) have had to confront an abrupt transition to online education (UN, 2020). The majority of teachers have gained experience on teaching online using ICT to support innovative education, which would never be the case for them before the pandemic (Crawford et al., 2020). A recent survey (Pei, 2020) at the University of Twente, has uncovered some expectations towards education innovation for the future: both the teacher and student’s groups from the research selected blended learning as the most preferred education model even when returning to campus after the pandemic.
Objective and expected outcomes
This project uses the following research method:
- A systematic literature review process to define a framework for possible influencing factors for teachers to implement blended learning.
- A quantitative and qualitative study with questionnaires and focus group to verify the results conducted from the literature review.
Practical outcomes
Output (to be expected at nov 2021)
- Result 1 A list of enabling and hindering factors from literature review
- Result 1 A ‘scored’ overview of teachers perception on the enabling and hindering factors.
- Result 1 Recommendations for future professional development plans and strategy.
- Result 2 Conference presentation / contribution