Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study.
Covid‐19 pandemic has caused a massive transformation in K‐12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptanc...
| Publicado en: | Journal of Computer Assisted Learning Vol. 37; no. 6; pp. 1553 - 1566 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154143776&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154143776 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2021 vid: 37 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 154143776 151981375 154143776 154143776 10.1111/jcal.12552 154143776 ppf: 1553 ppct: 13 formats: tig: atl: Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study. aug: au: Dindar, Muhterem Suorsa, Anna Hermes, Jan Karppinen, Pasi Näykki, Piia affil: Learning and Educational Technology Research Unit, Faculty of Education, University of Oulu, Oulu, Finland sug: subj: Technology Utilization COVID-19 Pandemic Teachers Online Education Student Attitudes Human Female Male Questionnaires Finland Professional Competence Self-Efficacy Student Satisfaction Behavior Funding Source Female Male ab: Covid‐19 pandemic has caused a massive transformation in K‐12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K‐12 teachers who have been using a specific LMS as part of their regular teaching before the Covid‐19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self‐report questionnaire was administered to 196 teachers (nexperienced = 127; ninexperienced = 69). Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self‐efficacy and satisfaction. However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self‐efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools. Lay Description: What is already known about this topic: Covid‐19 pandemic has caused an unprecedented shift towards online education in K‐12 schools.Learning Management Systems (LMS) are common platforms for online teaching.Unified Theory of Acceptance and Use of Technology is a prominent framework for studying teachers' technology acceptance. What this paper adds: Acceptance of LMS during Covid‐19 pandemic differs among teachers with and without prior LMS experience.The impact of performance expectancy and effort expectancy on LMS satisfaction is different for the experienced and inexperienced teachers.Performance expectancy has the most influence on behavioural intention to use LMS regardless of prior experience.Support is a significant predictor of behavioural intention to use LMS only for the inexperienced teachers. Implications for practice and/or policy: LMSs can be designed with less complex features for the inexperienced teachers.Support can be faded as the teachers gain experience in using LMS. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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