Evaluating the acceptance of hybrid learning: informativeness, service quality, past experience with satisfaction as a mediating role

With technological advancements, opportunities continue to expand to revolutionize educational approaches. Universities are increasingly adopting hybrid learning modules for their potential benefits. This study investigates the effects of the Technology Acceptance Model (TAM) on hybrid learning intention among higher-education students. A cross-sectional, quantitative research design was employed, utilizing a self-report survey and a judgmental sampling method. There are 622 usable questionnaires collected at self-accredited public and private universities, and the proposed hypotheses were analyzed using Structural Equation Modeling. The study findings demonstrated the effect of informativeness, service quality, and past experience (key antecedents of technology acceptance) on students' perceptions of usefulness, ease of use, and satisfaction, influencing their behavioral intention in hybrid learning. The results affirmed the effectiveness of TAM as a foundational theory for comprehending students' acceptance of hybrid learning. Informativeness emerged as the most crucial construct, with satisfaction significantly mediating the model. This research presents valuable insights into perceptions regarding institutional support, instructional contexts, and the requirements for hybrid learning instruction.