Pre-service Teachers' Experiences of Blended Learning: A Diffusion of Innovation Theory Perspective Using Mixed Methods
Keywords:
Blended learning; early childhood education; educational technology; higher education; pre-service teachersAbstract
Blended learning, an emerging technology-based instructional approach, remains relatively new across many higher education institutions (HEIs) worldwide, reflecting its growing but still developing adoption. However, pre-service teachers who use it experience challenges that hinder effective learning. Limited studies examined the adoption of blended learning through the lens of the diffusion of innovation theory, which this paper adopts as the theoretical framework. This paper investigated pre-service early childhood education (ECE) teachers’ experiences of blended learning at a HEI in Lesotho. This study is among the few that employ a concurrent mixed-method design to investigate blended learning, especially in the ECE programme. The data were collected from six participants through two focus group interviews and 271 respondents using questionnaires. The thematic analysis method was used to analyse qualitative data. Descriptive statistics and inferential statistics were used to analyse quantitative data. The findings showed that blended learning gave pre-service teachers flexible learning options while fostering improved collaboration. They highlighted that pre-service teachers faced significant challenges due to limited access to technology resources and insufficient technology support, which impacted their learning experience. The inferential statistics, based on Pearson correlation analyses (N = 271), indicated no significant differences between pre-service teachers’ perceptions and experiences of blended learning and the theoretical framework variables (all correlations, r < 0.3, p > 0.05). This study recommends that pre-service teachers be provided with ongoing support to overcome the challenges and complexities associated with blended learning technologies.
https://doi.org/10.26803/ijlter.25.1.12
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