Determinants of Instructional Technology Adoption in Hybrid Educational Settings: Exploring Individual and Institutional Factors for Instructors
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| Title: | Determinants of Instructional Technology Adoption in Hybrid Educational Settings: Exploring Individual and Institutional Factors for Instructors |
|---|---|
| Language: | English |
| Authors: | Ferhan Sahin (ORCID |
| Source: | Turkish Online Journal of Distance Education. 2025 26(4):131-148. |
| Availability: | Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Computer Attitudes, Teacher Attitudes, Teacher Surveys, Blended Learning, Computer Uses in Education, Educational Technology, Electronic Learning, Technology Integration, Environmental Influences, Influence of Technology, Resistance to Change, Self Efficacy, Usability |
| ISSN: | 1302-6488 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485620 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFWK8JWvuzakmRMStiDVrvjAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOX6GOfuKm-PDoEixwIBEICBmpP5rum6rqcDCPIE1xsObrFZa5SvFxtkkVz5O3u8QPPcMpVB3OnTxtFnrnSB_efYMRLNS5lzU4bzk8QhQIGMTJFtUvNbTj5HTHXf-tE4LOS4Bw4HHMC_8KdG1A0sSyBpo93sKBLCjpk3NiPmmKw8Kw1DIjd5HWMdiovoS_PThU9mAPR-3ZI29heg1bBf8Ugx2LQ_5u7Lo6WN10Y= Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1485620 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Determinants of Instructional Technology Adoption in Hybrid Educational Settings: Exploring Individual and Institutional Factors for Instructors – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ferhan+Sahin%22">Ferhan Sahin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4973-9562">0000-0003-4973-9562</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hatice+Guler%22">Hatice Guler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9780-0722">0000-0001-9780-0722</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mehmet+Akif+Hasiloglu%22">Mehmet Akif Hasiloglu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4267-3006">0000-0002-4267-3006</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Distance+Education%22"><i>Turkish Online Journal of Distance Education</i></searchLink>. 2025 26(4):131-148. – Name: Avail Label: Availability Group: Avail Data: Anadolu University. Office of the Rector, Eskisehir, 26470, Turkey. Tel: +90-222-335-34-53; Fax: +90-222-335-34-86; e-mail: rektor@anadolu.edu.tr; e-mail: TOJDE@anadolu.edu.tr; Web site: http://tojde.anadolu.edu.tr/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Attitudes%22">Computer Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Surveys%22">Teacher Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Blended+Learning%22">Blended Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Influence+of+Technology%22">Influence of Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+to+Change%22">Resistance to Change</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Usability%22">Usability</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1302-6488 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1485620 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1485620 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 131 Subjects: – SubjectFull: College Faculty Type: general – SubjectFull: Computer Attitudes Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Teacher Surveys Type: general – SubjectFull: Blended Learning Type: general – SubjectFull: Computer Uses in Education Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Technology Integration Type: general – SubjectFull: Environmental Influences Type: general – SubjectFull: Influence of Technology Type: general – SubjectFull: Resistance to Change Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Usability Type: general Titles: – TitleFull: Determinants of Instructional Technology Adoption in Hybrid Educational Settings: Exploring Individual and Institutional Factors for Instructors Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ferhan Sahin – PersonEntity: Name: NameFull: Hatice Guler – PersonEntity: Name: NameFull: Mehmet Akif Hasiloglu IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2025 Identifiers: – Type: issn-electronic Value: 1302-6488 Numbering: – Type: volume Value: 26 – Type: issue Value: 4 Titles: – TitleFull: Turkish Online Journal of Distance Education Type: main |
| ResultId | 1 |
