Factors influencing instructors' intentions to use information technologies in higher education amid the pandemic

Sahin F., Dogan E., Ilic U., Sahin Y. L.

EDUCATION AND INFORMATION TECHNOLOGIES, cilt.26, sa.4, ss.4795-4820, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 26 Sayı: 4
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1007/s10639-021-10497-0
  • Dergi Adı: EDUCATION AND INFORMATION TECHNOLOGIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Sayfa Sayıları: ss.4795-4820
  • Anahtar Kelimeler: Technology acceptance, Higher education, Instructors, Information technologies, TAM, PLS-SEM, ACCEPTANCE MODEL, PRESERVICE TEACHERS, SELF-EFFICACY, FACILITATING CONDITIONS, INDIVIDUAL-DIFFERENCES, BEHAVIORAL INTENTIONS, SUBJECTIVE NORM, AGE-DIFFERENCES, PERCEIVED EASE, UNIFIED THEORY
  • Van Yüzüncü Yıl Üniversitesi Adresli: Hayır

Özet

In today's world where digital transformation is taking place very strongly with the effect of the pandemic, there has been a transition from face-to-face education to online education. In this respect, examining variables that affect the instructors' intention to use these technologies during the pandemic has a critical role in terms of the quality of education both during and after the pandemic. The purpose of the study is to determine the variables that affect the instructors' intentions to use ITs by extending TAM and to examine the roles of individual differences (moderators) in the proposed model. Data were collected online from 321 faculty members working at various universities in fall semester 2020. PLS-SEM technique and multi-group analysis were used in data analysis. The proposed model explains 75.3% of the intention. The results showed that self-efficacy, perceived enjoyment, compatibility and facilitating conditions affect the intention to use IT. The most influential construct among these was compatibility. In addition, contrary to expectations, perceived usefulness and perceived ease of use, which are expressed as the most critical determinants, and openness and resistance to change, which are important personality traits, did not affect intention. The results provide valuable information about education during the pandemic, which can contribute to improving the quality of education during and after the pandemic. Multi-group analysis revealed that all of the moderators (gender, age, and experience) had an influence on the various relationships. Accordingly, implications for research and practice are discussed.