ENHANCING LECTURER PERFORMANCE - THE ROLE OF AGILITY IN TECHNO-ADAPTABILITY FOR DISTANCE EDUCATION

Oct 15, 2026

Uploaded by Ophelia

Rapid technology integration in distance education has outpaced understanding of techno-adaptability and its impact on lecturer performance. Although technology adoption is widely discussed, agility—covering cognitive, operational, and strategic responsiveness—remains insufficiently examined. This quantitative explanatory study tests agility’s moderating role between techno-adaptability and lecturer performance using survey data from 109 permanent lecturers in Surabaya, analyzed with SEM. Results show techno-adaptability significantly affects performance and agility strengthens and directly improves that relationship.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Technology integration and lecturer effectiveness

Agility as a missing link in the literature

Study purpose and research framework

Turkish Online Journal of Distance Education-TOJDE January 2026 ISSN 1302-6488 Volume: 27 Number: 1 Article: 11 ENHANCING LECTURER PERFORMANCE: THE ROLE OF AGILITY IN TECHNO-ADAPTABILITY FOR DISTANCE EDUCATION Parwita Setya WARDHANI ORCID:0000-0002-0413-6293 Postgraduate School Universitas Airlangga Surabaya, INDONESIA Dr. Seger HANDOYO ORCID:0000-0002-1007-8085 Faculty of Psychology Universitas Airlangga Surabaya, INDONESIA Dr. Fendy SUHARIADI ORCID:000-0001-9679-2185 Faculty of Psychology Universitas Airlangga Surabaya, INDONESIA Dr. Ian Firstian ALDHI ORCID:0000-0002-3690-180X Postgraduate School Universitas Airlangga Surabaya, INDONESIA Received: 21/02/2025 Accepted: 11/04/2025 ABSTRACT The rapid integration of technology into distance education has resulted in an incomplete understanding concerning techno-adaptability and lecturer performance. Despite the topical nature of technology adoption, the role of agility or a multidimensional capability concerning cognitive, operational, and strategic responsiveness remains underexplored in the literature. This study investigates the moderating effect of agility on the relationship between techno-adaptability and lecturer performance in distance education. In this paper, the authors have used a quantitative explanatory design in which the data were gathered from 109 permanent lecturers through online questionnaires from the Mahardhika School of Economics, Surabaya City, Indonesia. The saturated sampling technique was used for the research study. The data were then analyzed using Structural Equation Modeling (SEM) . The findings indicate that techno-adaptability significantly influences lecturers’ performance, while agility enhances this relationship. Agility itself also boosts performance directly because it enables the lecturer to adapt dynamically to teaching environments. These contributions are made within the Resource-Based View and the Dynamic Capabilities Theory by introducing agility asa critical moderator within the techno-adaptability-performance framework. The present research offers practical insights into designing professional training programs combining technological skills with the enhancement of agility for optimizing lecturer effectiveness and further enhancing remote learning outcomes. Keywords: Agility, digital competence, distance education, lecturer performance, technology adaptability. INTRODUCTION In the rapidly changing world of higher education, integration of technology has become an integral component in maintaining both quality and competitiveness. The integration of technology, especially in teaching and learning, has moved from an optional advantage to an absolute necessity, especially in the context of distance education and open learning. Recent global disruptions, such as the COVID-19 pandemic, have made it imperative for institutions of higher learning to invest in innovative technologies and agile strategies that ensure continuity and effective delivery of education. This is as indicated by Mishra et al. (2020) and Nissim & Simon (2020) . Such shifts have placed technology at the core of modernizing educational methodologies and improving learner outcomes. The integration of technology into education goes beyond infrastructural deployment. It all basically depends on the ability of educators to adapt and then integrate these technologies into effective pedagogical practices. This is very important in distance education because the infusion of technology and teaching methods greatly influences students’ participation and outcomes (Eze et al., 2018) . The findings indicated that in a technology-rich environment, teachers’ effectiveness is significantly affected by their technological adaptability-or the ability to seamlessly embrace and use educational technologies-with much ease (Mandasari, 2020; Thai et al., 2017). The assurance of quality in technology-based teaching does not stop at making tools accessible b

FAQs

What does the study examine about agility in distance education?

It investigates the moderating effect of agility on the relationship between techno-adaptability and lecturer performance in distance education.

How was the research data collected and analyzed?

Data were gathered from 109 permanent lecturers via online questionnaires, using saturated sampling, then analyzed with Structural Equation Modeling (SEM).

What are the key findings regarding techno-adaptability and agility?

Techno-adaptability significantly influences lecturer performance, and agility strengthens this relationship while also boosting performance directly by enabling dynamic adaptation to teaching environments.

Oct 15, 2026

Uploaded by Ophelia