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

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.