What is Authentic Learning Activity

University teachers' motives to engage in blended learning environments embody notable strategic aspects for knowledge construction based on individual teaching experiences and teacher education programs related to innovative hybrid pedagogy. This chapter presents blended learning teaching processes (instruction) in the context of Tanzania higher education using some data from ten higher education institutions. The chapter examines teachers' motivational factors and their engaging constructivist teaching activities in blended learning environments. Mixed methods research with exploratory research design was used to collect data from 121 teachers in six universities. The results reveal that teacher motivational factors are notable predictors of their engaging constructivist teaching activities in blended learning environments. Intrinsic motivational factor among teachers in blended learning environments is thus reinforced and suggested as university teachers aspire to enhance their engaging constructivist teaching activities.