Miaoyun Li, Chun Lu, Harrison H Yang, Di Wu, Xiao Yang
{"title":"新冠肺炎大流行期间组织因素对大学教师接受在线教学的影响：中国大陆的一项全国性研究。","authors":"Miaoyun Li, Chun Lu, Harrison H Yang, Di Wu, Xiao Yang","doi":"10.1007/s11423-023-10245-w","DOIUrl":null,"url":null,"abstract":"<p><p>The outbreak of the coronavirus disease 2019 (COVID-19) promoted online teaching on an unprecedented scale, raising researchers' attention to the importance of faculty's acceptance of this urgent teaching shift. This study aimed to explore the influence of organizational factors on faculty's acceptance of online teaching in terms of behavioral intention and perceived usefulness. A multilevel structural equation model was employed to analyze data on 209,058 faculty in 858 higher education institutions based on a nationwide survey conducted in mainland China. The results showed that three key organizational factors, namely strategic planning, leadership, and teaching quality monitoring, impacted faculty's acceptance of online teaching, although in different ways. Strategic planning had a direct impact on perceived usefulness, while leadership had a direct impact on behavioral intentions, and teaching quality monitoring had a direct impact on both perceived usefulness and behavioral intentions. In addition, an indirect effect was found between strategic planning and faculty's behavioral intentions through the mediation of the perceived usefulness of online teaching. The findings of this study have practical implications for college administrators and policymakers, which should effectively implement and promote online teaching and learning, and consider key organizational factors to increase faculty acceptance.</p>","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10208205/pdf/","citationCount":"0","resultStr":"{\"title\":\"The influence of organizational factors on the acceptance of online teaching among college faculty during the COVID-19 pandemic: a nationwide study in mainland China.\",\"authors\":\"Miaoyun Li, Chun Lu, Harrison H Yang, Di Wu, Xiao Yang\",\"doi\":\"10.1007/s11423-023-10245-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The outbreak of the coronavirus disease 2019 (COVID-19) promoted online teaching on an unprecedented scale, raising researchers' attention to the importance of faculty's acceptance of this urgent teaching shift. 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The influence of organizational factors on the acceptance of online teaching among college faculty during the COVID-19 pandemic: a nationwide study in mainland China.
The outbreak of the coronavirus disease 2019 (COVID-19) promoted online teaching on an unprecedented scale, raising researchers' attention to the importance of faculty's acceptance of this urgent teaching shift. This study aimed to explore the influence of organizational factors on faculty's acceptance of online teaching in terms of behavioral intention and perceived usefulness. A multilevel structural equation model was employed to analyze data on 209,058 faculty in 858 higher education institutions based on a nationwide survey conducted in mainland China. The results showed that three key organizational factors, namely strategic planning, leadership, and teaching quality monitoring, impacted faculty's acceptance of online teaching, although in different ways. Strategic planning had a direct impact on perceived usefulness, while leadership had a direct impact on behavioral intentions, and teaching quality monitoring had a direct impact on both perceived usefulness and behavioral intentions. In addition, an indirect effect was found between strategic planning and faculty's behavioral intentions through the mediation of the perceived usefulness of online teaching. The findings of this study have practical implications for college administrators and policymakers, which should effectively implement and promote online teaching and learning, and consider key organizational factors to increase faculty acceptance.
期刊介绍：
Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology.
The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology.
The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions.
The Cultural and Regional Perspectives Section (formerly International Review) welcome s innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context.
Educational Technology Research and Development publishes special issues on timely topics of interest to the community, in addition to regular papers.
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