Teacher and Administrator Perception of Blended Learning: A Literature Review

Abstract

An innovative idea like blended learning (BL), combining in-person instruction with online learning, drastically alters teaching and learning in schools. As BL policies become more prevalent, it becomes necessary to investigate the theoretical underpinnings of BL research and assess how teachers and administrators view BL implementation in schools. However, there isn’t much research that has looked at the concepts and administrators' and teachers' perspectives on the implementation of blended learning at the same time. This paper systematically evaluates and synthesises BL research articles published from 2006 to 2020 to highlight the theoretical underpinnings of BL acceptance and implementation in schools. Throughout this paper, an attempt has been made to evaluate the literature on the integration of technology into the curriculum, specifically in relation to blended learning, with a view to highlighting teachers’ and administrators’ views about blended learning and their transition from face-to-face to blended/online instruction.