A study of factors influencing higher education teachers' intention to use E-learning in hybrid environments

The development of e-learning in higher education institutions depends on teachers' adoption and their levels of acceptance of e-learning technologies in the teaching process. Understanding the factors that influence teachers' intention to use e-learning technologies may help explain the barriers to their adoption of e-learning in hybrid environments. This paper investigates the relationship between the factors related to (1) online teachers' competence and (2) educational environment with the intention to apply e-learning technologies in hybrid environments by teachers who are non-users of e-learning. The results of our study showed that attitudes and educational values, computer anxiety, self-efficacy, course characteristics and social influence are related to perceived higher education teachers' intention to use e-learning technologies in hybrid environments. We also compared users and non-users of e-learning in terms of predictors of perceived intention to use e-learning. Our results may instigate further research in the field of adoption of e-learning as well as the development of e-learning strategy in higher education institutions.