Literaturnachweis - Detailanzeige
| Autor/inn/en | Wang, Chih-hsuan; Burton, Megan; Cardullo, Vicky |
|---|---|
| Titel | Examining Teacher Self-Efficacy and the Extended Technology Acceptance Model for Those Teaching Online during COVID-19 Paper prepared for the Annual Meeting of the American Educational Research Association (Online, Apr 8-12, 2021). |
| Quelle | (2021), (22 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Secondary Education; COVID-19; Pandemics; Self Efficacy; Teacher Attitudes; Learning Management Systems; Educational Technology; Online Courses; Intention |
| Abstract | During the COVID-19 pandemic, K-12 face-to-face teaching shifted to online teaching. Many teachers faced challenges in preparing and delivering their content online due to a lack of training and experience. This study examined the relationship between K-12 teachers' teaching self-efficacy and their perceptions toward using Learning Management Systems to teach online during the pandemic. One hundred and forty-one usable responses were analyzed using Structural Equation Model. Results indicated that the levels of support teachers received and their beliefs about the Learning Management System had a direct impact on their self-efficacy in online teaching. Future research can focus on identifying the pedagogies used to ensure the quality of online teaching and how professional development can improve teachers' online teaching self-efficacy. (As Provided). |
| Anmerkungen | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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