Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Singh, Harmandeep; Pal Singh, Parvinder; Sharma, Dharna Title A name given to the resource Drivers of Hybrid Teaching in Higher Education: A Post-Adoption Usage Analysis Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2026 Source A related resource from which the described resource is derived Journal of College Reading and Learning; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1080/10790195.2026.2664151" target="_blank" rel="noreferrer noopener">https://doi.org/10.1080/10790195.2026.2664151</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105037580624?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105037580624?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 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 Description An account of the resource 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. Subject The topic of the resource Blended learning; information system success model; online teaching; post-adoption usage; technology acceptance model Publisher An entity responsible for making the resource available Routledge Relation A related resource ISSN: 10790195; Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online