Drivers of Hybrid Teaching in Higher Education: A Post-Adoption Usage Analysis

Title

Drivers of Hybrid Teaching in Higher Education: A Post-Adoption Usage Analysis

Creator

Singh, Harmandeep; Pal Singh, Parvinder; Sharma, Dharna

Description

Post-adoption behaviors in technology acceptance research, particularly in hybrid teaching, are not yet understood. We aimed to predict faculty perceptions and experiences with hybrid teaching at the post-adoption stage. Data were collected from 529 faculty members via an internet-based survey, and structural equation modeling was used to assess the accuracy of the research model. Our findings suggest that at the post-adoption stage, organizational and individual factors influence perceived usefulness and post-adoption usage (exploratory and extended). Perceived usefulness strongly predicts exploratory and extended usage. Perceived usefulness mediates the association between organizational and individual factors and post-adoption usage. Organizations should recognize that adopting hybrid teaching requires collaboration between faculty and administrators, a comprehensive technology infrastructure, intellectual property rights, and development agreements with faculty. Further, by understanding faculty perceptions of exploratory and extended usage, institutions transform their technical infrastructure to help students with innovative pedagogies, multimodal learning, and digital pathways essential for deep engagement and reading comprehension in hybrid environments. 2026 College Reading and Learning Association.

Source

Journal of College Reading and Learning;

Date

01-01-2026

Publisher

Routledge

Subject

Blended learning; information system success model; online teaching; post-adoption usage; technology acceptance model

Coverage

Singh H., Department of Commerce, Christ University, Bengaluru, India; Pal Singh P., College of Business, University of Texas at Permian Basin, Odessa, TX, United States; Sharma D., Jain Online, Jain (Deemed to be University), Bengaluru, India

Rights

Restricted Access; Hardcopy may be available in the library

Relation

ISSN: 10790195;

Format

online

Language

English

Type

Article

Identifier

https://doi.org/10.1080/10790195.2026.2664151

https://www.scopus.com/pages/publications/105037580624?origin=resultslist