Station rotation blended learning (SRBL) has emerged as a promising approach in distance education, yet limited empirical evidence exists on lecturers’ acceptance and use of this mode, especially within face-to-face distance learning contexts. This study adapted the Unified Theory of Acceptance and Use of Technology (UTAUT) model to examine lecturers’ acceptance of SRBL, assessing factors influencing their intention and actual usage, while exploring how rank, status, and discipline influence the relationship between these factors and their use behaviour. A quantitative, correlational research design was employed, collecting data from 183 lecturers via an online survey and analysing it with Partial Least Squares-Structural Equation Modelling (PLS-SEM). Findings showed that behavioural intention was significantly driven by attitude, social influence, and effort expectancy. Use behaviour was shaped by facilitating conditions and attitude. The relationship between facilitating conditions and use behaviour was moderated by lecturers’ status, rank, and discipline–with stronger effects observed among part-time lecturers and those in education programmes. Likewise, the influence of attitude on use behaviour was stronger for lecturers at the professorial rank. Importantly, the mere availability of physical and technological infrastructure did not guarantee SRBL adoption. Rather, resources, support, and prior experience emerged as critical influences on use behaviour. Distance learning institutions should therefore prioritise targeted training, improved digital tools, and mentorship strategies for education lecturers, part-time faculty, and junior staff. This study highlights the importance of contextual factors–such as rank, status, and discipline–in shaping technology adoption and extends existing models by highlighting the pivotal role of experiential and institutional support in the adoption of SRBL in distance education settings.
Armah et al. (Thu,) studied this question.