The purpose of this research is to examine factors affecting students’ perception and engagement of microblogging integration using a qualitative approach. We employed a qualitative case study design to explore potential factors affecting microblogging integration in a hybrid course. Using the technology acceptance model (TAM) model as an umbrella framework, we examined through in-depth interviews with 18 participants the impact of microblogging integration into instruction that affected students’ reported use and perceptions of their microblogging-supported learning experiences. We found that individual differences, system characteristics, social influence and facilitating conditions all have impact on student participation and engagement in microblogging integration to varying degrees. We identified more granular factors within each of the four dimensions. Additionally, we proposed a Twitter user taxonomy based on perceived usefulness and usage behaviour and discussed its broad implications in higher education learning environments. Finally, we identified several pedagogical implications pertaining to strategies of microblogging integration under the context of a hybrid course and offered pertinent recommendations for future research
