Parental Acceptance of Online Learning During Covid-19 Pandemic: A Study Based on Integrated Model of Technology Acceptance and Expected Confirmation

Abstract

By the natural parents are the essentials of educating young generations. In China during Covid-19, especially the lock-down period, parents companied children at home and observed their learning behavior. Parental acceptance of online learning can offer a valuable reference for the further adaptation of online k-12 education. This study used an integrated model of technology acceptance and expected confirmation, demonstrating Parental acceptance by three variables: acceptance, satisfaction, and continuance intention. Moreover, an influential, factor model of Parental acceptance was built, which including teacher support, perceive autonomy and interactivity, technology preference and experience. Measurement and structural data models are verified by using partial least squares regression (PLS), which supports all the hypotheses empirically.