Paper Type
ERF
Abstract
As digital educational platforms become increasingly common in higher education, understanding how instructors adapt to these tools is critical for effective implementation. In this study, we investigate how instructors of introductory programming courses adopt a programming-specific educational platform. Using Glaserian grounded theory combined with participatory action research, we draw on semi-structured interviews to develop an emergent model of instructors’ engagement with the educational platform that led to varied levels of platform adoption. Our preliminary findings suggest that instructors time savings features yet they selectively adopt features based on pedagogical fit.
Paper Number
1864
Recommended Citation
Dabiran, Naseem and Jain, Radhika, "Empirical Examination of Educational Platform Adoption: A Grounded Theory Study in Higher Education" (2026). AMCIS 2026 Proceedings. 21.
https://aisel.aisnet.org/amcis2026/sig_ed/sig_ed/21
Empirical Examination of Educational Platform Adoption: A Grounded Theory Study in Higher Education
As digital educational platforms become increasingly common in higher education, understanding how instructors adapt to these tools is critical for effective implementation. In this study, we investigate how instructors of introductory programming courses adopt a programming-specific educational platform. Using Glaserian grounded theory combined with participatory action research, we draw on semi-structured interviews to develop an emergent model of instructors’ engagement with the educational platform that led to varied levels of platform adoption. Our preliminary findings suggest that instructors time savings features yet they selectively adopt features based on pedagogical fit.
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