Universities are investing considerable resources into blended learning as an institutional strategy to respond to pressures of uncertain economies, increasing globalization, and changing expectations of cohorts of digitally savvy students. However, widespread adoption of effective blended teaching practices has generally not been achieved. A greater understanding of academics’ blended teaching practices is needed to facilitate the uptake of effective blended practices on a larger scale. The study documented in this book contributes to an understanding of the nature of academics’ blended teaching practices by exploring how various factors influence academics’ use of technology with face-to-face teaching. Mixed methods are used to develop a predictive model of academics’ blended strategy use. On the basis of the resulting model and other findings, guiding principles for academic professional development in blended teaching are presented. The book is thus of potential interest to those involved in promoting and supporting academics’ blended teaching, from administrators developing institutional blended strategies through to academic advisers providing support at individual level.
