Authors: Hassan M. Selim; Ananth Chiravuri
Addresses: Department of Business Administration, College of Business and Economics, United Arab Emirates University, Al Ain P.O. Box 15551, United Arab Emirates ' Department of Business Administration, College of Business and Economics, United Arab Emirates University, Al Ain P.O. Box 15551, United Arab Emirates
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.
Keywords: innovation; learning; hybrid e-learning; blended learning; e-learning adoption; self-efficacy; perceived usefulness; exploratory factor analysis; confirmatory factor analysis; electronic learning; online learning; higher education; coursework adoption.
International Journal of Innovation and Learning, 2015 Vol.17 No.4, pp.486 - 515
Received: 08 May 2021
Accepted: 12 May 2021
Published online: 27 Apr 2015 *