The Paradox of Access: Infrastructure Constraints on Hybrid Learning Model Adoption in Tertiary English Language Teaching

Abstract

Despite heavy investments in educational technology infrastructure, there is a critical gap between access to technology and high-impact pedagogical implementation in Thai higher education. This empirical mixed-methods study explores the effects of network infrastructure instability on the adoption of Hybrid learning models by teachers in tertiary English language teaching at King Mongkut’s University of Technology North Bangkok (KMUTNB). This study combines quantitative survey data from undergraduate students (N = 137) and English instructors (N = 11) and qualitative semi-structured interviews (10 students, 3 teachers) to capture the dominant Web-Enhanced nature of instructional technology use across five teaching phases (Perspective, Stimulation, Instruction/Participation, Closure, Follow-up). Quantitative results reveal the prevalent use of Learning Management Systems (100% in Opening) and synchronous meeting applications (100% in Core Instruction), with students’ perception of high 21st-century skill development overall (M = 3.29, SD = 0.62), led by ICT Literacy (M = 3.50). Qualitative findings, however, reveal five constraining mechanisms: the Risk-Aversion Mechanism; the Equity Dilemma of differential home access; the Bandwidth Bottleneck during peak hours; the Pedagogical Downshifting Pattern; and the Institutional Response Gap. High-level digital skills of instructors cannot compensate for the low-impact models that unreliable connectivity forces them to adopt. The study conceptualizes the ‘Paradox of Access’ as a theoretical construct and provides evidence-based recommendations for institutional technology planning focusing on network reliability over access expansion.