Technology acceptance and virtual writing center environments: An explanatory mixed methods study

This study explores the adoption and acceptance of virtual learning technologies within writing centers, using the Technology Acceptance Model (TAM) as a theoretical framework. The research investigates how writing center practitioners perceive and interact with these tools, particularly in the context of synchronous and asynchronous platforms, and how these perceptions influence their use and integration into their services. Data was collected through a mixed-methods approach, incorporating both quantitative surveys and qualitative interviews with 32 participants. The findings reveal a nuanced picture of technology acceptance, characterized by both frustrations with technical difficulties and rigid tools, as well as recognition of their usefulness and necessity. Participants generally expressed greater comfort and effectiveness with synchronous technologies, such as Zoom, due to their perceived reliability and ease of use, compared to asynchronous tools, which presented more challenges but were still deemed valuable for virtual tutoring sessions. The study also reflects the impact of the COVID-19 pandemic, which accelerated the adoption of virtual learning tools and forced many writing centers to adapt quickly to new technologies. Despite initial hurdles, practitioners acknowledged the importance of these tools in maintaining services and fostering engagement with students. The study’s implications suggest that writing centers should focus on providing robust technical support, fostering flexibility in technology use, and emphasizing the importance of training and ongoing professional development to support practitioners in overcoming the challenges of virtual learning technologies. Future research should explore the long-term effects of technology adoption in writing centers, particularly the role of institutional support and the evolution of technology use in writing center pedagogy.