ENHANCING LECTURER PERFORMANCE: THE ROLE OF AGILITY IN TECHNO-ADAPTABILITY FOR DISTANCE EDUCATION
Abstract
The rapid integration of technology into distance education has resulted in an incomplete understanding concerning techno-adaptability and lecturer performance. Despite the topical nature of technology adoption, the role of agility or a multidimensional capability concerning cognitive, operational, and strategic responsiveness remains underexplored in the literature. This study investigates the moderating effect of agility on the relationship between techno-adaptability and lecturer performance in distance education. In this paper, the authors have used a quantitative explanatory design in which the data were gathered from 109 permanent lecturers through online questionnaires from the Mahardhika School of Economics, Surabaya City, Indonesia. The saturated sampling technique was used for the research study. The data were then analyzed using Structural Equation Modeling (SEM). The findings indicate that techno-adaptability significantly influences lecturers’ performance, while agility enhances this relationship. Agility itself also boosts performance directly because it enables the lecturer to adapt dynamically to teaching environments. These contributions are made within the Resource-Based View and the Dynamic Capabilities Theory by introducing agility as a critical moderator within the techno-adaptability-performance framework. The present research offers practical insights into designing professional training programs combining technological skills with the enhancement of agility for optimizing lecturer effectiveness and further enhancing remote learning outcomes.
Keywords
Agility, Digital Competence, Distance Education, Lecturer Performance, Technology Adaptability
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