The Identification Effective Factors on Blended Learning Development In Higher Education Context

This study aimed to identify effective factors to the development of blended learning from the perspective of faculty members of PNU. The method was descriptive and survey research. Sample size was determined 198 using Morgan table by simple random sampling. For this purpose, after the study of contemporary research findings, effective factors to the development of blended learning were divided in five groups of structural, planning, information systems, nature and workplace and support factors for each of these components were determined. In order to assess the effective factors to the development of blended learning from the perspective of faculty members, a researcher-made questionnaire was designed. The questionnaire was with 40 questions using a Likert scale. Its validity was confirmed through content validity by Education specialists and its reliability through Cornbrash's alpha (α=91%). After determining the sample size, questionnaires were distributed to faculty members. The research findings were analyzed using exploratory and confirmatory factor analysis. To analyze the data, SPSS and LISREL soft wares were employed. Results indicate that among the identified factors, the most important and influential factors to the development of blended learning from the perspective of faculty members was related to structural factors.