Teachers’ Motivational Factors and Engaging Constructivist Teaching Activities in Constructivist-based Blended Learning Environments in Tanzanian Universities
Abstract: University teachers’ motives to engage in constructivist-based blended learning environments (CBLEs) embody notable strategic aspects for knowledge construction based on individual teaching experiences, continuing professional development and teacher education program related to innovative hybrid pedagogy. This study examines teachers’ motivational factors and their engaging constructivist teaching activities (ECTAs) in CBLEs. The study used cross-sectional research design with multiple data collection techniques. The study generates findings from 121 teachers within six universities with some blended learning courses. The findings indicate that teachers employ different constructivist ECTAs in CBLEs. The results further show that diverse teachers’ motivational factors relate to their ECTAs in CBLEs. The results also disclose that teacher motivational factors are a notable predictor of their ECTAs in CBLEs. The results contribute to the understanding of teachers motives to engage in CBLEs and their ECTAs. An intrinsic motivational factor among teachers in CBLEs is thus reinforced and suggested as teachers aspire to enhance their ECTAs in CBLEs.
Presider: Douglass Scott, Waseda University