Adoption of digital tools for blended learning by lecturers at the Durban University of Technology : the diffusion of innovation theory

Abstract

This research study investigates the adoption of digital tools for blended learning by lecturers at the Durban University of Technology (DUT) through the Diffusion of Innovation theory. Blended learning is a pedagogical approach that combines face-to-face instruction with online technology, has gained prominence in contemporary higher education settings. However, understanding the factors influencing lecturer adoption of digital tools within this context remains critical for successful implementation. The primary aim of this study is to identify the key factors that impact the adoption of digital tools for blended learning among lecturers at DUT. The research employs the Diffusion of Innovation theory, which offers a framework to comprehend how and why innovations are adopted. The theory's key constructs, such as observability, complexity, compatibility, trialability and relative advantage, are utilised to assess the adoption behaviour of lecturers. Furthermore, the study explores how these identified factors may influence lecturers' attitudes towards using digital tools for blended learning. The research provided valuable insights into promoting positive attitudes towards integrating digital tools into blended learning practices. The study's objectives encompass applying the Diffusion of Innovation. The research seeks to enhance the understanding of how this theory can effectively support and inform the adoption of innovative technologies in higher education settings. Moreover, the research endeavoured to ascertain the attitude of lecturers towards digital tools for blended learning at DUT. Gaining insight into lecturer attitudes is crucial for fostering a positive teaching and learning experience, enabling students to benefit from the best educational practices. The research methodology involved a quantitative approach using the purposive sampling technique through surveys. This approach ensured a comprehensive understanding of the complex dynamics that shape lecturers' adoption of digital tools for blended learning. Ultimately, this study's findings contribute to the existing body of knowledge on blended learning adoption, offering practical implications for educational institutions, lecturers and policymakers in enhancing the successful integration of digital tools for effective blended learning experiences at DUT and potentially beyond.