Examining Teachers' Behavioural Intention for Online Teaching after COVID-19 Pandemic: A Large-Scale Survey

Autor/inn/en	Khong, Hang; Celik, Ismail; Le, Tinh T. T.; Lai, Van Thi Thanh; Nguyen, Andy; Bui, Hong
Titel	Examining Teachers' Behavioural Intention for Online Teaching after COVID-19 Pandemic: A Large-Scale Survey
Quelle	In: Education and Information Technologies, 28 (2023) 5, S.5999-6026 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khong, Hang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11417-6
Schlagwörter	Teacher Behavior; Distance Education; Electronic Learning; Technology Uses in Education; COVID-19; Pandemics; Educational Technology; Technological Literacy; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Technisches Wissen; Pädagogische Kompetenz
Abstract	Recently, the coronavirus disease 2019 (COVID-19) pandemic has led to rapid digitalisation in education, requiring educators to adopt several technologies simultaneously for online learning and teaching. Using a large-scale survey (N = 1740), this study aims to construct a model that predicts teachers' extensive technology acceptance by extending the Technology Acceptance Model (TAM) with their technological pedagogical content knowledge (TPACK) and innovativeness. TAM has been a valuable tool to measure the adoption of new technology in various contexts, including education. However, TAM has been designed and principally applied to assess user acceptance of a specific technology implementation. This study has extended TAM to measure teachers' technology-enabled practice (online teaching) with the adoption of various technologies. The proposed model explains teachers' behavioural intention to teach online with a good fit. Our findings revealed the collective effects of TPACK, perceived usefulness (PU) of technology, and innovativeness on teachers' behavioural intention to teach online post-pandemic. Moreover, the study identified training and support from school as a significant predictor for both teachers' TPACK and PU. The novelty of this study lies in its model conceptualisation that incorporates both information-technology-based constructs and personal-competence-based features, including TPACK and innovativeness. Furthermore, our study contributes to the growing body of literature that addresses the online teaching adoption by schoolteachers in the post-pandemic era. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01