Blended and Online Distance Learning in Indonesian Higher Education

Abstract

This study investigated the external factors that influenced teachers' design processes during the adoption of blended learning (before COVID-19) and online distance learning (during COVID-19) in higher education settings. This study sought to understand the relationship between university leaders, educators, and other actors inside and outside university contexts through a systems perspective. A multiple case study design was employed, and eight Indonesian university English teachers (IUETs) were voluntarily recruited to participate. The findings showed that the institutional support services and tools influence teacher design practices during the adoption of both modes of learning. Activity theory was used as a conceptual framework to explore the common pitfalls that disconnected the roles of university leadership, institutional policy and units, and actors within the broader higher education system.