Degree Name

Doctor of Philosophy


School of Education


Blended learning has the potential to provide learners with multiple advantages such as increased access to learning, increased flexibility, and enhanced learner engagement. The pedagogic method has been prevalent in higher education in recent years, especially since the COVID-19 pandemic. Despite the growth of interest in institutional initiatives, our knowledge about the adoption and diffusion of blended learning at the institutional level remains limited. Knowledge about adoption and diffusion processes at the university level is imperative for university leaderships to inform policy, provide appropriate support to teachers and other staff, and ensure and sustain positive and equitable student experiences.

Using an embedded case study method, the current study aims to understand user perceptions and beliefs of blended learning and describe the process of blended learning adoption leading to diffusion across a university. This study is guided by the Diffusion of Innovation Theory (DoI), and the Technology Acceptance Model (TAM). Participants were 407 students, 99 teachers, and six university executives who were involved in an institutional initiative employing blended learning in 2019. Data were collected through questionnaires, interviews, and focus groups. The questionnaires were administered to students and teachers. Interviews were conducted for teachers and the executives while focus groups were held for students. In addition, relevant university documentation was gathered and analysed for the purpose of data triangulation. In line with the convergent mixed method, the quantitative and qualitative data were collected in parallel, analysed separately, and were then merged.

FoR codes (2008)

130103 Higher Education, 130202 Curriculum and Pedagogy Theory and Development, 130304 Educational Administration, Management and Leadership, 130306 Educational Technology and Computing



Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong.