教师对在线教学虚拟教学平台的接受程度:变革阻力的调节作用

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Harmandeep Singh, Parminder Singh, Dharna Sharma
{"title":"教师对在线教学虚拟教学平台的接受程度:变革阻力的调节作用","authors":"Harmandeep Singh, Parminder Singh, Dharna Sharma","doi":"10.14742/ajet.7529","DOIUrl":null,"url":null,"abstract":"Under this “new normal” world scenario, online teaching has been essential rather than a choice in continuing learning activities. During the COVID-19 period, virtual teaching platforms played an important role in the success of online teaching in various higher educational institutions. Thus, the current study attempted to predict faculty adoption of online platforms by introducing a set of essential drivers for engaging in online teaching. Following the theory of reasoned action, the study broadened the technology acceptance model variables and security and trust as extrinsic determinants and included resistance to change as moderators to invigorate the research model. Data were collected through an online survey with a sample size of 418 Indian respondents. Our results posit that perceived ease of use, usefulness, security and trust positively influence the faculty's intentions to adopt online platforms. In addition, the study also reported that positive intention leads to the actual use of virtual platforms. Furthermore, the research found the moderating role of the resistance to change dimension in the association of intention and actual use of virtual teaching platforms. The findings provide both theoretical and practical applications of educational technology.\nImplications for practice or policy\n\nThe first step for accepting virtual teaching platforms is to help faculty to reduce their resistance for effective online teaching.\nHigher education institutions should have a policy promising faculty that online teaching using virtual teaching platforms will offer a safer and more trustworthy environment.\nHigher education institutions should undertake intense organisational renewal and implement bottom-up processes for synchronous learning.\nRegulators could frame a policy including virtual teaching platforms to provide interactive professional development opportunities.\n","PeriodicalId":47812,"journal":{"name":"Australasian Journal of Educational Technology","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Faculty acceptance of virtual teaching platforms for online teaching: Moderating role of resistance to change\",\"authors\":\"Harmandeep Singh, Parminder Singh, Dharna Sharma\",\"doi\":\"10.14742/ajet.7529\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Under this “new normal” world scenario, online teaching has been essential rather than a choice in continuing learning activities. During the COVID-19 period, virtual teaching platforms played an important role in the success of online teaching in various higher educational institutions. Thus, the current study attempted to predict faculty adoption of online platforms by introducing a set of essential drivers for engaging in online teaching. Following the theory of reasoned action, the study broadened the technology acceptance model variables and security and trust as extrinsic determinants and included resistance to change as moderators to invigorate the research model. Data were collected through an online survey with a sample size of 418 Indian respondents. Our results posit that perceived ease of use, usefulness, security and trust positively influence the faculty's intentions to adopt online platforms. In addition, the study also reported that positive intention leads to the actual use of virtual platforms. Furthermore, the research found the moderating role of the resistance to change dimension in the association of intention and actual use of virtual teaching platforms. The findings provide both theoretical and practical applications of educational technology.\\nImplications for practice or policy\\n\\nThe first step for accepting virtual teaching platforms is to help faculty to reduce their resistance for effective online teaching.\\nHigher education institutions should have a policy promising faculty that online teaching using virtual teaching platforms will offer a safer and more trustworthy environment.\\nHigher education institutions should undertake intense organisational renewal and implement bottom-up processes for synchronous learning.\\nRegulators could frame a policy including virtual teaching platforms to provide interactive professional development opportunities.\\n\",\"PeriodicalId\":47812,\"journal\":{\"name\":\"Australasian Journal of Educational Technology\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2023-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Australasian Journal of Educational Technology\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.14742/ajet.7529\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Australasian Journal of Educational Technology","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.14742/ajet.7529","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

在这种 "新常态 "的世界格局下,在线教学已成为继续学习活动中必不可少的一种选择。在 COVID-19 期间,虚拟教学平台对各高等院校在线教学的成功发挥了重要作用。因此,本研究试图通过引入一系列参与在线教学的基本驱动因素来预测教师对在线平台的采用情况。根据理性行动理论,本研究拓宽了技术接受模型变量,将安全性和信任度作为外在决定因素,并将变革阻力作为调节因素,以激活研究模型。数据是通过在线调查收集的,样本量为 418 名印度受访者。研究结果表明,易用性、实用性、安全性和信任度对教师采用在线平台的意愿有积极影响。此外,研究还发现,积极的意向会导致虚拟平台的实际使用。此外,研究还发现,变革阻力维度在虚拟教学平台的意向与实际使用之间起着调节作用。对实践或政策的启示接受虚拟教学平台的第一步是帮助教师减少对有效在线教学的抵触情绪。高等教育机构应制定政策,向教师承诺使用虚拟教学平台进行在线教学将提供一个更安全、更值得信赖的环境。高等教育机构应进行密集的组织更新,并实施自下而上的同步学习流程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Faculty acceptance of virtual teaching platforms for online teaching: Moderating role of resistance to change
Under this “new normal” world scenario, online teaching has been essential rather than a choice in continuing learning activities. During the COVID-19 period, virtual teaching platforms played an important role in the success of online teaching in various higher educational institutions. Thus, the current study attempted to predict faculty adoption of online platforms by introducing a set of essential drivers for engaging in online teaching. Following the theory of reasoned action, the study broadened the technology acceptance model variables and security and trust as extrinsic determinants and included resistance to change as moderators to invigorate the research model. Data were collected through an online survey with a sample size of 418 Indian respondents. Our results posit that perceived ease of use, usefulness, security and trust positively influence the faculty's intentions to adopt online platforms. In addition, the study also reported that positive intention leads to the actual use of virtual platforms. Furthermore, the research found the moderating role of the resistance to change dimension in the association of intention and actual use of virtual teaching platforms. The findings provide both theoretical and practical applications of educational technology. Implications for practice or policy The first step for accepting virtual teaching platforms is to help faculty to reduce their resistance for effective online teaching. Higher education institutions should have a policy promising faculty that online teaching using virtual teaching platforms will offer a safer and more trustworthy environment. Higher education institutions should undertake intense organisational renewal and implement bottom-up processes for synchronous learning. Regulators could frame a policy including virtual teaching platforms to provide interactive professional development opportunities.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Australasian Journal of Educational Technology
Australasian Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
7.30%
发文量
54
审稿时长
36 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信