While blended learning in higher education is valued for various reasons such as addressing students' needs for flexibility, blended learning implementation remains a challenging process. Because the teacher lies at the heart of any educational change process, the current qualitative study investigates crucial teacher attributes for blended learning implementation from the perspective of experts. Experts can analyze deep structures of complex organizational problems and hold process knowledge that can generate practical effect. Twelve expert interviews are conducted and reveal two groups of blended learning teacher attributes: seven adaptive attributes such as realizing a pedagogical need for change or creatively connecting technologies to learning processes, and four maladaptive attributes such as a need for a clear understanding of blended learning or feeling anxious about (the implications of) technology. This study utilizes a holistic approach to identify related teacher attributes that critically influence the implementation of blended learning in higher education.

尽管高等教育混合学习因各种原因而受到重视，例如满足学生对灵活性的需求，但混合学习的实施仍然是一个充满挑战的过程。由于教师是任何教育变革过程的核心，因此当前的定性研究从专家的角度研究了教师在混合学习中的关键属性。专家可以分析复杂组织问题的深层结构，并掌握可以产生实际效果的过程知识。进行了十二次专家访谈，揭示了两组融合的学习型教师属性：七个适应性属性，例如实现变革的教学需求或将技术创造性地连接到学习过程，还有四个适应不良的属性，例如需要对混合学习有清晰的了解或对技术（的含义）感到焦虑。这项研究采用整体方法来确定相关的教师属性，这些属性严重影响高等教育中混合学习的实施。