Information Needs and Readiness for Blended Learning Adoption among University Instructors at the University of Health and Allied Sciences

Abstract

Blended learning combines face-to-face teaching with online learning tools to support flexible and interactive education in higher education. Its increasing adoption highlights the growing role of digital technologies in enhancing teaching and learning. This study explored lecturers’ information needs and readiness for blended learning design and delivery in higher education. Specifically, the study sought to: (1) examine lecturers’ information needs regarding the design and delivery of blended learning, and (2) explore lecturers’ perceptions of their readiness to adopt blended learning approaches in teaching. A qualitative approach was used, drawing on in-depth interviews with 20 lecturers across health and social science disciplines. Data were analyzed thematically under the two study objectives. Findings show that blended learning is generally understood as the integration of online and face-to-face instruction, but with varying levels of conceptual depth. While digitally competent lecturers viewed it as a structured pedagogical approach requiring intentional instructional design, less digitally skilled participants perceived it as fragmented and challenging to implement. Key information needs included guidance on instructional design, balancing online and in-person content, effective use of learning management systems, student engagement strategies, and assessment methods, particularly for maintaining academic integrity and evaluating practical skills. Institutional support and continuous training were also identified as critical gaps. Regarding readiness, participants demonstrated a continuum from high to low readiness, influenced by digital competence, discipline, and institutional support. ICT and health information lecturers reported higher readiness, while some in clinical and social science disciplines expressed limited confidence and anxiety. Student engagement and infrastructure challenges further affected adoption intentions. The study concludes that successful blended learning implementation requires structured instructional support, sustained professional development, and improved institutional infrastructure.