Abstract
The COVID-19 pandemic disrupted higher education globally, catalyzing a rapid shift to remote learning modalities like online and hybrid instruction. As the post-pandemic era emerges, higher education institutions face the challenge of effectively implementing hybrid teaching models that blend in-person and online components. This study investigates the factors influencing faculty members’ behavioral intention to adopt hybrid teaching approaches in selected Philippine private higher education institutions. Grounded in the unified theory of acceptance and use of technology (UTAUT) model, the study examines the roles of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit. Additionally, it introduces the novel construct of technology fit use to assess the alignment between course technologies and faculty teaching needs. Partial least squares structural equation modeling analyzed survey responses from 300 faculty members across multiple institutions. The findings indicate that performance expectancy, social influence, hedonic motivation, price value, and habit significantly influence behavioral intention, while effort expectancy and facilitating conditions have a limited impact. Moreover, behavioral intention predicts technology fit use and actual technology use. Age moderates the effect of effort expectancy on behavioral intention, while experience moderates the habit-intention relationship. The study provides insights for educational policymakers and technology developers to foster successful hybrid teaching adoption through strategies tailored to user experiences, institutional support, and technologypedagogy integration.
Project Number
Proj-3-2022-23
References
- Abbad, M. M. (2021). Using the UTAUT model to understand students’ usage of e-learning systems in developing countries. Education and Information Technologies, 26(6), 7205–7224. https://doi.org/10.1007/S10639-021-10573-5
- Al-Maroof, R., Al-Qaysi, N., Salloum, S. A., & Al-Emran, M. (2022). Blended learning acceptance: A systematic review of information systems models. Technology, Knowledge and Learning, 27, 891-926. https://doi.org/10.1007/s10758-021-09519-0
- Alblooshi, S., & Hamid, N. A. (2021). The role of unified theory of acceptance and use of technology in e-learning adoption in higher education institutions in the UAE. IBIMA Business Review, 1-16. https://doi.org/10.5171/2021.730690
- Alghamdi, A. M., Alsuhaymi, D. S., Alghamdi, F. A., Farhan, A. M., Shehata, S. M., & Sakoury, M. M. (2022). University students’ behavioral intention and gender differences toward the acceptance of shifting regular field training courses to e-training courses. Education and Information Technologies, 27(1), 451- 468. https://doi.org/10.1007/S10639-021-10701-1
- Alhramelah, A., & Alshahrani, H. (2020). Saudi graduate student acceptance of blended learning courses based upon the unified theory of acceptance and use of technology. Australian Educational Computing, 35(1), 1-22.
Abstract
Project Number
Proj-3-2022-23
References
- Abbad, M. M. (2021). Using the UTAUT model to understand students’ usage of e-learning systems in developing countries. Education and Information Technologies, 26(6), 7205–7224. https://doi.org/10.1007/S10639-021-10573-5
- Al-Maroof, R., Al-Qaysi, N., Salloum, S. A., & Al-Emran, M. (2022). Blended learning acceptance: A systematic review of information systems models. Technology, Knowledge and Learning, 27, 891-926. https://doi.org/10.1007/s10758-021-09519-0
- Alblooshi, S., & Hamid, N. A. (2021). The role of unified theory of acceptance and use of technology in e-learning adoption in higher education institutions in the UAE. IBIMA Business Review, 1-16. https://doi.org/10.5171/2021.730690
- Alghamdi, A. M., Alsuhaymi, D. S., Alghamdi, F. A., Farhan, A. M., Shehata, S. M., & Sakoury, M. M. (2022). University students’ behavioral intention and gender differences toward the acceptance of shifting regular field training courses to e-training courses. Education and Information Technologies, 27(1), 451- 468. https://doi.org/10.1007/S10639-021-10701-1
- Alhramelah, A., & Alshahrani, H. (2020). Saudi graduate student acceptance of blended learning courses based upon the unified theory of acceptance and use of technology. Australian Educational Computing, 35(1), 1-22.
Details
| Primary Language | English |
|---|---|
| Subjects | Setting Standards and Norms, Computer Based Exam Applications |
| Journal Section | Articles |
| Authors | |
| Project Number | Proj-3-2022-23 |
| Publication Date | July 1, 2025 |
| Submission Date | September 8, 2024 |
| Acceptance Date | December 12, 2024 |
| Published in Issue | Year 2025 Volume: 26 Issue: 3 |