Abstract:

Blended Learning is a teaching methodology that makes use of online resources on top of the face to face classroom contact between teachers and students. The methodology has a wide range of scope and we assume that these online resources may be used at any point of the teaching process – from preparation and lesson planning, to lectures and classroom activities, to supplementary (or non-classroom) learning, to assessments. For a few years now, blended learning has been trending in the education industry, particularly in higher educational institutions (HEIs). In this paper, we explore the factors that influence the decision of mathematics professors in Philippine HEIs to use blended learning in their classes. We make use of a modified version of the Extended Unified Theory of Acceptance and Use of Technology (EUTAUT) to study the following factors: performance expectancy, effort expectancy, facilitating conditions, and behavioral intentions. We also suggest that these factors are correlated to age, gender, and one’s length of teaching experience. Furthermore, we map out the preferences for blended learning tools using multidimensional unfolding. We quantitatively validate these factors by conducting a survey among math teachers in a network of universities and colleges in the Philippines.

Keywords:

Blended Learning, Extended Unified Theory of Acceptance and Use of Technology, Extended UTAUT, EUTAUT, Multidimensional Unfolding.