Bình NGHIÊM-PHÚ

Previous research has insufficientlyaddressed distance teaching from the instructors’perspective, especially regarding the perceivedusefulness and ease of use of assistive technologies.Therefore, this study examines Vietnamese universityinstructors’ opinions of distance teaching assistivetechnologies. It has qualitatively employed the theory oftechnology acceptance as the theoretical framework.Twenty-three lecturers at specific universities in Hanoi,Vietnam, were interviewed and the content analysismethod was employed. The findings suggested that thelecturers were aware of the technologies’ usefulness(time reduction and interaction facilitation, stress andburden reduction) and ease-of-use (technologicalassistance, interface). The lecturers were also consciousof the technologies’ unusefulness (limited softwarefunctions, lack of good hardware) and unease-of-use(default language). In addition, the findings revealedthat the lecturers adapted to the technologies by specificpersonal technical advancement and psychologicaladjustment methods. However, the lecturers appreciatesome external technical, financial, and administrativesupport. Implications of these findings for enrichingeducation logistics (product creation and delivery) werediscussed.