Identifying the Drivers in the Adoption of Technology in Online Teaching, Learning and Assessment of an Undergraduate Architectural Program

摘要

The study aims to examine the behavioral intention (BEI) of faculty members specializing in the field of architecture towards the adoption of online teaching and assessment for architectural courses in architecture schools in the wake of COVID 19. The population targeted for investigation consisted of qualified faculty members duly registered with the Council of Architecture (Statutory Body governing the architectural education system in India) based on their experience in teaching online courses of any kind. The study empirically analyzed and validated performance expectancy (PEX), effort expectancy (EFE), social influence (SOI), facilitating conditions (FCT) and their relationship with Behavioral Intention (BEI) to adopt online teaching and assessment. Data was collected on BEI variables from 102 respondents through online and offline surveys on a five-point Likert scale. The survey questionnaire was developed based on a detailed literature review to identify intentions that guided technology adoption to ensure construct validity. Regression was applied to substantiate multifaceted relationships among constructs. The findings of the study confirmed a significant positive association of PEX, SOI and FCT on BEI, while EFE was insignificant to propel teachers to adopt online teaching. This research will provide an insight into the factors leading to low diffusion and adoption of online teaching and assessment in architectural schools in India. These insights will facilitate universities and educational institutions to focus in the right direction by creating versatile applications along with novel strategies for an effective online teaching-learning outcome.