ScholarOne - Conceptual model for examining the factors influencing
military teachers' adoption and long-term willingness to use BL-based
instruction in class
Abstract
Teachers play a pivotal role in Blended learning (BL) implementation.
However, there is limited literature on the impact factors of teacher
acceptance and long-term willingness toward BL in the military college.
To address this gap, this paper presents a conceptual model of teachers’
factors for BL-based instruction based on the unified theory of
acceptance and use of technology (UTAUT) model. Drawing from a sample of
103 teachers, this paper showed that effort expectation (EE), social
influence (SI), self-efficacy (SE), and pleasure motivation (PM) have
significant positive impacts on the adoption and long-term willingness
of BL. In contrast, performance expectation (PE) seems to have limited
appeal for teachers in terms of adopting and long-term willingness
toward BL. The influence of Facilitate Conditions (FC) is considered
insignificant. In the end, the paper concludes with research
recommendations along six dimensions to improve policy on teachers’
adoption and long-term willingness to use