A qualitative analysis of the impact of cultural inertia on studynet/canvas use in teaching and learning at a post-92 university
Since this line of inquiry is underrepresented in the literature on technology adoption, this study investigates the effect of inertia on technology usage and acceptance in Higher Education institutions. Inertia is described in this study as students' and academics' unwillingness to accept new technology as a teaching and learning resource. The paper considers the benefits and drawbacks of using technology, especially studynet/canvas and its effect on teaching and learning, as well as why some people embrace technology more slowly than others. The researcher used open-ended questions to assess the views of UH academics and students on a variety of topics, including self-efficacy, for example, self-confidence and self-belief in one's ability to master new technology; compatibility; instructor effectiveness; and facilitating conditions; and then analysed their overall influence on teaching and learning, especially in relation to technology use, adoption and acceptance in HEIs. The researcher discovered that users have a high level of self-efficacy, and compatibility has also been suggested to play a significant role in user adoption of the platform. Our findings indicate that inertia, such as self-efficacy, compatibility, instructor effectiveness, and facilitating conditions, influence studynet/canvas use. Based on researcher’s results, it is certain that capacity building, connectivity, technology update, and adaptation are the most important aspects of inertia affecting academics and students' use of studynet/canvas. This paper adds to organisational theories by elucidating the main factors influencing the slow adoption and use of new technology, such as studynet/canvas and its impact on staff and students’ success. It offers guidance to HEI management and technologists on the main factors preventing increased use of the studynet/canvas platform as a teaching and learning resource. The study also considers the long-term effects of these factors on universities, especially those founded after 1992.