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.