Instructors’ Continuance Intention to Use Technology in Online and Hybrid Settings: Integrating Psychological Needs and Emotions

Abstract

Although research on online education has skyrocketed in recent years due to the pandemic, hybrid education, which is the transition period, has been relatively ignored. In the context of hybrid education, studies focusing on instructors from a motivational perspective are also quite rare. This study deals with the influential variables in the intention to continue online education with a motivational approach. The technology acceptance model is extended with the self-determination theory (competence, autonomy, relatedness), a framework for emotions (positive, negative), and constructs for system quality (system compatibility, system satisfaction). The participants consisted of 308 instructors from 12 different universities. The analyses of the study were carried out with PLS-SEM technique. The results showed that none of the constructs other than perceived usefulness and relatedness had an effect on continuance intention. On the other hand, two of the three strongest relationships in the model were between continuance intention and emotional outcomes. Path modeling results indicate that continuance intention has a crucial role in triggering both positive and negative experience. In addition, the results suggest that the findings for motivation-based variables differ clearly from those obtained in normal settings when it comes to a unique setting such as hybrid education.

Keywords:

• Instructors
• psychological needs
• emotions
• online education
• hybrid education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available from the corresponding author, [Uİ], upon reasonable request.

Additional information

Funding

The authors received no financial support for the research.

Notes on contributors

Ferhan Şahin

Ferhan Şahin is an assistant professor in the Department of Special Education, Ağrı İbrahim Çeçen University. His research interests include special education, online education, teacher education, technology acceptance, social media and digital games.

Ezgi Doğan

Ezgi Doğan is a research assistant in the Department of Computer Education & Instructional Technology, Van Yüzüncü Yıl University. Her research interests include virtual environment design, virtual reality, gamification, digital games, online education and teacher education.

Ulaş İlic

Ulaş İlic is a research assistant in the Department of Computer Education & Instructional Technology, Pamukkale University. İlic has several studies on instructional technologies, online learning and cyber psychology.