Exploring the Role of Individual Differences on Instructors’ Technology Acceptance in Online Education through a Motivational Perspective

Abstract

The present study aims to investigate the potential variables that influence the faculty members’ intention to continue using online learning systems during and after the pandemic based on extended Technology Acceptance Model (TAM) and Self Determination Theory (SDT), and to study individual differences between these variables. The methodology of the study was based on survey research and causal comparative methods. Convenience sampling method was used to identify the participants of the study, who are 302 faculty members working at twelve different state universities. Explanatory and confirmatory factor analysis (EFA-CFA) were used to test the factor structure of the data collection tool and to validate the tool through examining the model fit. Descriptive statistics were used to examine the distribution of the dependent variable scores of the participants, and one-way MANOVA was used to compare the variables based on individual differences. The findings indicated that CMP had the highest mean score, followed by the constructs of SDT (competence, autonomy, relatedness). A significant difference for male participants was observed in perceived ease of use and competence variables based on gender. No significant difference was found between the variables based on academic title. The present study established that all variables except relatedness indicated a significant difference that favors instructors with high and medium level online learning experience. It was concluded that the comparison of the motivational variables based on the individual differences of the instructors, which have critical importance in online education as well as in higher education, can contribute to the establishment of effective and sustainable quality learning environments (distance or hybrid) and to the existing literature.