What Drives College Teachers’ Behavioral Intention to Teach Online? A Structural Equation Modelling Approach

Chen, Tianjiao; Li, Gege; Feng, Qinna; Liu, Jie; Wang, Peiyu; Luo, Heng

doi:10.1109/iset52350.2021.00031

Cited by 4 publications

(12 citation statements)

References 17 publications

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“…This is supported in both studies focusing on pre-service teachers (Ahmet et al, 2016 ; Sadaf et al, 2012 ; Teo, 2011 ), and those targeting in-service ones (Nikou & Economides, 2019 ; Pynoo et al, 2012 ; Wong, 2016 ). Teo ( 2012 ) argued that attitude was the biggest influencing factor on pre-service teachers’ intention to adopt technology, which was corroborated by Chen et al ( 2021 ) when exploring college teachers’ intention to teach online. Similarly, Hung and Jeng ( 2013 ) confirmed the positive relationship between the two variables.…”

Section: Theoretical Backgroundmentioning

confidence: 79%

“…Previous studies have reported mixed results regarding the association between attitude and intention. For example, whereas Blackwell et al ( 2016 ), Chen et al ( 2021 ), Hung and Jeng ( 2013 ), Khlaif et al ( 2022 ) and Teo ( 2011 ) show a positive relationship, others report contradictory findings (Venkatesh, 2000 ). In this current study, the lack of association between the two variables may be due to the compulsory nature of online learning during the pandemic and the top-down decision-making model characterised by centralised education systems like the one in Vietnam.…”

Section: Discussionmentioning

confidence: 99%

“…Given agile teaching and learning modes in the future, it is critical to predict educators’ technological behaviour from online teaching during the pandemic in order to inform future policy, research, and practice. However, despite the existence of investigations into online teaching intention amidst the pandemic (Chen et al, 2021 ; Chou & Chou, 2021 ; Sangeeta & Tandon, 2021 ), a deeper and more comprehensive understanding of factors influencing their continuation to deliver online lessons post-pandemic is needed. This study contributes to that growing body of literature.…”

Section: Discussionmentioning

confidence: 99%

“…Accordingly, the conceptualised model was implemented to examine educators’ behavioural intention to online teaching beyond the pandemic. TAM is considered a well-known model for explaining teachers’ integration of technology (Hong et al, 2021 ; Nikou & Economides, 2017 , 2019 ; Scherer et al, 2019 ; Teo, 2011 , 2019 ; Wong, 2016 ) and to some extent online teaching (Chen et al, 2021 ), while TPACK has also been used as an indicator for the integration (Ifinedo et al, 2020 ) and online teaching readiness (Çınar et al, 2021 ; Howard et al, 2021 ; Scherer et al, 2021 ). There are few studies to date that combine both TAM and TPACK to explore influencing factors on teachers’ adoption of technology (Joo et al, 2018 ; Mei et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

“…However, while the study by Wong ( 2016 ) conducted in the Hongkong context also supported the direct path from attitude and facilitating conditions to BI, it rejected the influence of PU on the intention. Despite the dominance of TAM in teachers’ technology adoption, the model has not been used widely in studies predicting teachers’ acceptance of online teaching, particularly amidst the pandemic (Chou & Chou, 2021 ; Sangeeta & Tandon, 2021 ), except Chen et al ( 2021 ). In their study, teachers’ intention to teach online was primarily accounted for by their cognitive attitude, which was influenced by PU, thus confirming TAM hypotheses.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 4 more Smart Citations

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Khong

Lai

et al. 2022

Educ Inf Technol

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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.

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Section: Theoretical Backgroundmentioning

confidence: 79%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 3 more Smart Citations

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Khong

Lai

et al. 2022

Educ Inf Technol

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Exploring ELT Teachers’ Behavioral Intention to Continue Using Technology in the Post-COVID-19 Era: A Case Study of Oman

Ranjbaran¹,

Al-Abri²,

Al-Hashmi³

2023

Handbook of CALL Teacher Education and Professional Development

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A study on teachers' perception towards E-learning adoption in higher educational institutions in India during the COVID-19 pandemic

Kumar

Kumar²,

Garg³

et al. 2022

HESWBL

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PurposeThe present study examines the foremost determinants of teachers' perception, i.e. teachers' satisfaction, attitude and continuance intention towards adopting e-learning in Higher Educational Institutions (HEIs) in India during the COVID-19 pandemic.Design/methodology/approachData were collected through online Google forms from 1,111 (1,060 considered useable) teachers of different HEIs in India using the purposive sampling technique and was analyzed by PLS-SEM (performing partial least squares-structural equation modeling).FindingsResults of this study show that perceived usefulness (PU) followed by institutional support, perceived ease of use (PEOU), and teacher-student interaction positively and significantly impact teachers' satisfaction. Results also revealed that perceived usefulness (PU), institutional support, and satisfaction significantly affect teachers' attitude. Finally and most notably, teachers' continuance intention towards using online teaching in HEIs is most significantly influenced by teachers' satisfaction than perceived usefulness (PU), perceived ease of use (PEOU), and attitude.Originality/valueThe authors anticipate that this study brings a significant and valuable input to the existing literature by providing inclusive research in a more harmonizing understanding of the teachers' satisfaction, attitude, and continuance intention with online teaching-learning practices in diverse educational institutions.

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What Drives College Teachers’ Behavioral Intention to Teach Online? A Structural Equation Modelling Approach

Cited by 4 publications

References 17 publications

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey

Exploring ELT Teachers’ Behavioral Intention to Continue Using Technology in the Post-COVID-19 Era: A Case Study of Oman

A study on teachers' perception towards E-learning adoption in higher educational institutions in India during the COVID-19 pandemic

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