Factors influencing adoption of online teaching by school teachers : A study during COVID-19 pandemic
© 2020 John Wiley & Sons Ltd..
The research develops a theoretical model that highlights the determinants of adoption of online teaching at the time of the outbreak of COVID 19. Empirical data was gathered from 643 school teachers by means of an online survey. The proposed conceptual framework was investigated empirically by means of confirmatory factor analysis (CFA) and structural equation modelling (SEM). The findings of the study revealed performance expectancy, and facilitating conditions had a positive impact on behavioural intention as well as attitude. However, effort expectancy failed to drive teachers' adoption to online teaching. On the other hand, social influence had insignificant relationship with attitude but significant relationship with behavioural intention. Attitude had a significant impact on behavioural intention as well as actual use. This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during outbreak of a pandemic.
| Medienart: |
E-Artikel |
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| Erscheinungsjahr: |
2021 |
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| Erschienen: |
2021 |
| Enthalten in: |
Zur Gesamtaufnahme - volume:21 |
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| Enthalten in: |
Journal of public affairs - 21(2021), 4 vom: 18. Nov., Seite e2503 |
| Sprache: |
Englisch |
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| Beteiligte Personen: |
Sangeeta [VerfasserIn] |
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| Links: |
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Date Revised 16.07.2022 published: Print-Electronic Citation Status PubMed-not-MEDLINE |
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| doi: |
10.1002/pa.2503 |
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| funding: |
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NLM317410881 |
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| 520 | |a The research develops a theoretical model that highlights the determinants of adoption of online teaching at the time of the outbreak of COVID 19. Empirical data was gathered from 643 school teachers by means of an online survey. The proposed conceptual framework was investigated empirically by means of confirmatory factor analysis (CFA) and structural equation modelling (SEM). The findings of the study revealed performance expectancy, and facilitating conditions had a positive impact on behavioural intention as well as attitude. However, effort expectancy failed to drive teachers' adoption to online teaching. On the other hand, social influence had insignificant relationship with attitude but significant relationship with behavioural intention. Attitude had a significant impact on behavioural intention as well as actual use. This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during outbreak of a pandemic | ||
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