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Findings from a larger study show adoption drivers align with Davis’ Technology Acceptance Model, emphasizing perceived usefulness and ease of use. Results also reinforce Lai and Savage (2013) on insufficient attention to technology’s pedagogical affordances in instructor adoption decisions. Higher education leaders are urged to develop strategies that increase awareness of benefits that technology-enabled teaching and learning bring.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/meeting-the-challenge-of-providing-flexible-learning-opportunities-considerations-for-technology-adoption-amongst-academic-staff/597629/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/meeting-the-challenge-of-providing-flexible-learning-opportunities-considerations-for-technology-adoption-amongst-academic-staff/597629.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study?","Question",{"text":112,"@type":113},"The study examines resistance from academic staff to integrating technology into on-campus foreign language teaching at a North American higher education institution.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors influence technology adoption, according to the paper?",{"text":117,"@type":113},"Adoption factors parallel Davis’ Technology Acceptance Model, particularly perceived usefulness and ease of use.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the authors emphasize the role of pedagogical affordances?",{"text":121,"@type":113},"The paper supports Lai and Savage (2013), arguing that adoption decisions often lack attention to the pedagogical affordances of technology, so leaders should promote awareness of educational benefits.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597629,1792165979,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Meeting the challenge of providing flexible learning opportunities: Considerations for technology adoption amongst academic staff  \nRelever le défi de fournir des occasions d’apprentissage flexibles : considérations pour l’adoption de la technologie par le personnel universitaire  \nNegin Mirriahi, School of Education & Learning and Teaching Unit, University of New South Wales (UNSW Australia)  \nBhuvinder S. Vaid, Faculty of Education, Simon Fraser University  \nDavid P. Burns, Department of Educational Studies, Faculty of Arts, Kwantlen Polytechnic University  \nAbstract  \nThis paper reports on a subset of findings from a larger study investigating resistance from academic staff to the integration of technology with on-campus foreign language teaching at one North American higher education institution. The study revealed that the factors influencing technology adoption paralleled Davis’ Technology Acceptance Model’s tenets of perceived usefulness and ease of use. Further, this study supports Lai and Savage’s (2013) assertion of a lack of attention to the pedagogical affordances of technology when adoption decisions are made by instructors, thus we highlight the need for higher education leaders to determine strategies promoting awareness of the benefits technology-enabled teaching and learning can bring to advance educationally-rich flexible learning opportunities.  \nRésumé  \nCet article traite d’un sous-ensemble de résultats provenant d’une étude plus vaste ayant enquêté sur la résistance des universitaires envers l’intégration de la technologie à l’enseignement en langue étrangère sur le campus dans un établissement nord-américain d’études supérieures. L’étude a révélé que les facteurs ayant une influence sur l’adoption de la technologie coïncident avec les principes du modèle d’acceptation de la technologie de Davis sur l’utilité perçue et la facilité d’utilisation. De plus, cette étude appuie l’assertion de Lai et Savage (2013) d’un manque d’attention envers les affordances pédagogiques de la technologie lorsque les décisions d’adoption sont prises par les formateurs. Nous soulignons donc le besoin, pour les meneurs del’éducation supérieure, de déterminer les stratégies qui favorisent la connaissance des avantages  \nde l’enseignement et de l’apprentissage que permet la technologie pour faire progresser les occasions d’apprentissage flexibles et riches sur le plan éducatif.  \nIntroduction  \nA growing number of higher education leaders are integrating educational technology in their strategic planning. This is in part due to the recent global interest in open and online education manifested by the Massive Open and Online Course (MOOC) movement, coupled with the many challenges faced by higher education institutions to provide flexible learning opportunities offered beyond the traditional brick and mortar classroom (Hagel, Brown, & Davidson, 2010) . For decades, technology has been shown to effectively enhance teaching and learning practice particularly in the foreign language discipline (Salaberry, 2001) and the affordances it brings to flexible learning delivery is immense, allowing education to be freed from time and place (Garrison & Kanuka, 2004). For instance, learning management systems (LMS) provide a customizable suite of tools and container to house other technologies that instructors and students can readily use to provide a blend of online and face-to-face course delivery that supplement class time (Siekmann, 1998; Torrisi-Steele & Drew, 2013) . The tools and technologies housed within the LMS, such as synchronous video conferencing (Roseth, Akcaoglu & Zellner, 2013) and asynchronous discussion boards allow language learners to collaborate and interact with one another outside of the class meeting time (Cho & Carey, 2001; Godwin-Jones, 2003), freeing up class time for lecture delivery or other activities. Alternatively, class time can be shifted from the dissemination of course content through lectures (McKenzie et ","cbCaidb27h9L5rJx","https://ap.wps.com/l/cbCaidb27h9L5rJx","pdf",576063,16,"English","# Introduction\n## Literature on Technology Adoption","[{\"question\":\"What is the focus of the study?\",\"answer\":\"The study examines resistance from academic staff to integrating technology into on-campus foreign language teaching at a North American higher education institution.\"},{\"question\":\"Which factors influence technology adoption, according to the paper?\",\"answer\":\"Adoption factors parallel Davis’ Technology Acceptance Model, particularly perceived usefulness and ease of use.\"},{\"question\":\"Why do the authors emphasize the role of pedagogical affordances?\",\"answer\":\"The paper supports Lai and Savage (2013), arguing that adoption decisions often lack attention to the pedagogical affordances of technology, so leaders should promote awareness of educational benefits.\"}]","Meeting the challenge of providing flexible learning opportunities - Considerations for technology adoption amongst academic staff | PDF",1792085378]