S. Porkodi

Work place: Department of Business Studies, College of Economics and Business Administration, University of Technology and Applied Sciences, Muscat, Sultanate of Oman

E-mail: dr.porkodi@gmail.com


Research Interests:


Dr. S.Porkodi is currently employed as faculty in the University of Technology and Applied Sciences (HCT), Muscat, Sultanate of Oman. She holds academic degrees in M.B.A., M.Phil(Ent)., M.Phil(Mgt)., PG.D.PM&IR., PG.D.HM., PG.D.EM., Ph.D. She has authored 11 books in the fields of Hospital administration and Business studies. She has contributed to prestigious periodicals and published numerous papers in reputable international and national journals. She served as an Editor of a referred Journal-Management Stream, Editor-in-Chief of International Journal of Management Rivulet, and Editor of International Journal of Management, Entrepreneurship and Technology, New York.

Author Articles
A Comprehensive Meta-Analysis of Blended Learning Adoption and Technological Acceptance in Higher Education

By S. Porkodi Bassam Khalil Hamdan Tabash

DOI: https://doi.org/10.5815/ijmecs.2024.01.05, Pub. Date: 8 Feb. 2024

Numerous facets of life are impacted by the efficient application of technologies. Education, like all other fields, is a major area where technology is used to teach and learn effectively. One of these technologies that instructors and educators have recently become interested in is blended learning. This article aims at identifying the main constructs that highly influence the adoption of blended learning in higher education through meta-analytic literature review and proposing new technology acceptance model that is suitable for digital education tools. About 32 quantitative studies published since 2007 in journals and conferences are selected for performing weight computation and meta-analysis of constructs with a total sample size of 8,168. Moreover, the study also conceptualises the new technology acceptance model for digital education tools, considering both students and instructors as end users. The descriptive statistics indicate that there has been an increase in the number of publications since the year 2020. The results show that perceived ease of use, attitude toward usage, and perceived usefulness on intention to use are good predictors concerning student respondents, while performance expectancy on behavioural intention is found to be a good predictor concerning instructors. The results of the meta-analysis highlight the significance of blended learning in government and educational institutions that prioritises student ease of use and instructor performance expectancy and facilitating conditions. The results prove the effectiveness of blended learning in enhancing student learning experiences while improving educational practises and outcomes. In addition to identifying key factors influencing blended learning adoption in higher education, the study also suggests a novel model for implementing digital education tools, considering both student and instructor perspectives, thereby addressing a critical need in educational technology research. It offers actionable recommendations for policymakers and educational institutions to enhance the quality of higher learning.

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