DETERMINANTS OF INSTRUCTIONAL TECHNOLOGY ADOPTION IN HYBRID EDUCATIONAL SETTINGS: EXPLORING INDIVIDUAL AND INSTITUTIONAL FACTORS FOR INSTRUCTORS
Abstract
The empirical evidence regarding the acceptance and use of hybrid education and online instructional technologies in mandatory educational contexts remains limited. Specifically, studies addressing instructors’ acceptance and usage of these technologies in the context of hybrid education are even scarcer. This study aims to fill this gap by investigating the factors influencing instructors’ intention to use online instructional technologies within the framework of an extended Technology Acceptance Model (TAM). The study includes 301 instructors from five different state universities who have experience in conducting both faceto- face and online courses within the hybrid education format. The research employs confirmatory factor analysis, structural equation modeling, and bootstrapping analysis for data analysis. The findings reveal that the proposed model explains 54.7% of ease of use, 53.5% of usefulness, and 65.4% of intention variance. Notably, self-efficacy and compatibility factors exhibit the most substantial influence on the outcomes. Furthermore, the findings suggest that the impact of institutional and individual factors, such as facilitating conditions, openness, and resistance to change, differ significantly in the context of mandatory hybrid education compared to conventional settings. The study discusses theoretical and practical implications and highlights potential avenues for future research.
Keywords
Instructional technologies, Online education, Hybrid education, Instructors, Technology acceptance model, Path modeling
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