A Worked Example of Faculty Blended Learning Adoption using Abductive Grounded Theory

Abstract

This study applies Abductive Grounded Theory (AGT) to examine faculty adoption of blended learning (BL) in a developing country. Through a case study, the Faculty Blended Learning Adoption Model (FBLAM) was developed, emphasizing motivation as a core mediator in BL adoption decisions. Grounded in Herzberg’s motivation-hygiene theory, the study revealed that intrinsic motivators, such as pedagogical identity, and extrinsic factors, like institutional support, significantly influence BL adoption. The iterative application of AGT enabled researchers to refine emerging insights about faculty motivation by engaging with both data and theory. Through open, axial, and selective coding, motivation emerged as the core theme mediating faculty adoption of BL. The study finds that faculty adoption is shaped by their pedagogical beliefs and the level of institutional support. It also introduces Pedagogical Identity (PI) as a key factor influencing faculty engagement with BL. FBLAM provides a framework to understand the complex interplay of motivational and institutional factors in BL adoption. This research demonstrates the utility of AGT in BL studies by iteratively combining empirical data with theoretical frameworks. It contributes to methodological discussions by offering a practical example of AGT application in technology adoption research. The findings underscore the practical relevance of AGT in developing mid-range theories and offer actionable insights for enhancing faculty motivation to adopt BL, thereby supporting the integration of technology-driven educational practices in developing contexts.