ISSN: 2226-6348
Open access
This study aims to ascertain teachers’ intrinsic and extrinsic factors and their relationship towards the blended learning approach in teaching and facilitating. The study was conducted on 200 primary school teachers who were teaching in a few schools in Selangor and Perak and the sample was selected randomly. The questionnaire contained 11 constructs and self-reporting items were chosen to obtain the data. The findings indicated that there was a moderate positive relationship for intrinsic teacher factors such as individual innovation, information technology specific innovation, computer self-efficacy, ICT knowledge and skills with blended learning practice. There was also a moderate positive relationship for extrinsic teacher factors such as administrators’ support, role of change agents, school and training facilities with blended learning approach in teachers’ teaching and learning. As such, to ensure the success of the implementation of the blended learning approach as well as to increase its practice, the administrators should work to increase the teachers’ academic awareness via promotions, preparing physical and technical facilities, providing support and practice continuously, creating an online learning culture and giving initiative and acknowledgement for teachers who are intent on making blended learning a success.
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In-Text Citation: (Noh, Abdullah, Teck, & Hamzah, 2019)
To Cite this Article: Noh, N. M., Abdullah, N., Teck, W. K., & Hamzah, M. (2019). Cultivating Blended Learning in Teaching and Learning: Teachers’ Intrinsic and Extrinsic Readiness in Malaysia. International Journal of Academic Research in Business and Social Sciences, 8(2), 257–265.
Copyright: © 2019 The Author(s)
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