Identification of factors affecting university instructors' adoption of hybrid e-learning

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    3 Citations (Scopus)

    Abstract

    Given the critical role of instructors as facilitators of the adoption of hybrid e-learning (h-learning) in university courses, there are several factors that influence their attitudes toward this approach. This study uses prior theory to identify four factors/constructs affecting h-learning adoption by instructors. These factors include instructors' self-efficacy, perceived learner's benefits, instructors' attitude toward information technology, instructors' attitude toward h-learning technical support. The factors were then validated following a two-stage process: First, face validity of the instrument based on the responses of 606 instructors to a survey. A fifth factor was added as a measure of h-learning coursework adoption. Second, exploratory factor analysis followed by confirmatory factor analysis was used to establish the construct validity of the survey based on the proposed five-construct structure for h-learning coursework adoption. Empirical results suggest a reliable and valid instrument that can be used to measure h-learning coursework adoption by instructors in further studies.

    Original languageEnglish
    Pages (from-to)486-515
    Number of pages30
    JournalInternational Journal of Innovation and Learning
    Volume17
    Issue number4
    DOIs
    Publication statusPublished - 2015

    Keywords

    • Blended learning
    • E-learning adoption
    • Exploratory and confirmatory factor analyses
    • Hybrid E-learning
    • Innovation
    • Learning
    • Perceived usefulness
    • Self-efficacy

    ASJC Scopus subject areas

    • Education
    • Management of Technology and Innovation

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