让教师做好过渡到在线远程学习的准备:大流行病的灵丹妙药?

Siti Nurul Atiqah, Mohd Hafiz Hanafiah, Hazmal Ismail, Kandappan Balasubramaniam
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引用次数: 0

摘要

本研究探讨了在酒店与旅游教学领域,在线远程学习(ODL)的准备程度、在线教学的采用、态度和行为意向之间的相互联系。研究框架融合了技术接受和使用统一理论(UTAUT)模型和技术准备度(TR)维度。研究采用偏最小二乘法结构方程模型(PLS-SEM)对通过有目的抽样和在线调查收集到的 248 名教师的数据进行分析,以评估研究模型和假设。研究结果表明,努力预期(EE)、绩效预期(PE)和社会影响(SI)等因素直接影响了教员对开放式远程学习的态度。此外,研究还确定,技术、教学和生活方式的准备程度是增强教员对开放式远程学习行为意向的有力指标。耐人寻味的是,理论课和实践课之间的唯一区别在于教员的技术和生活方式准备程度与行为意向之间的相互作用。本研究的实际意义强调了教员的态度和技术准备程度在推动酒店和旅游教学领域采用开放式远程学习方面的重要性。此外,研究结果还为政策制定者提供了有价值的见解,有助于他们在开放式远程学习框架内,根据在线学习的动态环境,为实际课堂教学制定有效的方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Preparing instructors to transition to online distance learning: a pandemic panacea?
This research explores the interconnectedness between readiness, the adoption of online teaching, attitude, and behavioral intention concerning Online Distance Learning (ODL) within the realm of hospitality and tourism instruction. The study framework intergrates the Unified Theory of Acceptance and Use of Technology (UTAUT) model and Technology Readiness (TR) dimension. The data, collected through purposive sampling and online surveys from 248 instructors, was analyzed using Partial-least Square-Structural Equation Modeling (PLS-SEM) to assess the study's model and hypotheses. The outcomes reveal that factors such as effort expectancy (EE), performance expectancy (PE), and social influence (SI) directly impact instructors' attitudes towards ODL. Additionally, the study establishes that technical, pedagogical, and lifestyle readiness are robust indicators for enhancing instructors' behavioral intention towards ODL. Intriguingly, the sole distinction between the theoretical and practical class arises in the interaction between instructors' technical and lifestyle readiness regarding behavioral intention. The pragmatic implications of this study underscore the significance of instructors' attitude and technology readiness in driving the adoption of ODL within the hospitality and tourism instruction domain. Furthermore, the study's findings offer valuable insights to policymakers, aiding them in developing effective methodologies for practical class teaching within the ODL framework and aligned with the dynamic environment of online learning.
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