了解COVID-19大流行期间教师对在线教学的接受程度:以沙特阿拉伯为例

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Education in Business Pub Date : 2023-02-03 DOI:10.1108/jieb-12-2021-0109

Haider H. Madani, Ajay Adhikari, Christopher D. Hodgdon

{"title":"了解COVID-19大流行期间教师对在线教学的接受程度:以沙特阿拉伯为例","authors":"Haider H. Madani, Ajay Adhikari, Christopher D. Hodgdon","doi":"10.1108/jieb-12-2021-0109","DOIUrl":null,"url":null,"abstract":"\nPurpose\nThis study aims to leverage the Unified Theory of Acceptance and Use of Technology framework developed by Venkatesh et al. (2003) to explore the factors influencing faculty willingness and acceptance of online teaching at a major Saudi Arabian university as we move to a post-COVID-19 new normal.\n\n\nDesign/methodology/approach\nWe surveyed business school faculty from a major Saudi Arabian university that transitioned to online learning because of the COVID-19 lockdown. We used partial least square structural equation modeling to examine the factors that impact faculty satisfaction and behavioral intention to continue using online teaching in the future.\n\n\nFindings\nThe results of the study indicated that when faculty perceive that e-learning improves their teaching performance and effectiveness (performance expectancy) and find that online teaching tools are relatively easy to use (effort expectancy), then they are more open to considering online teaching and using digital tools even after the pandemic.\n\n\nResearch limitations/implications\nThe study uses a Saudi Arabian sample, so the results of the study may not be generalizable to other countries. The study was cross-sectional in nature; a longitudinal design would help in uncovering more stable relationships and enabling us to draw stronger conclusions. Lastly, the sample size for the study was relatively small, resulting in a loss of power in statistical testing. Notwithstanding these limitations, our study contributes to a greater understanding and appreciation of faculty acceptance of online teaching as we progress to a post-COVID-19 new normal. As such, it should be useful to educators, institutions and policymakers as they seek to reimagine business education going forward.\n\n\nOriginality/value\nThe present study is one of the first scholarly studies to focus on exploring e-learning acceptance in a business school from a faculty perspective, considering the natural experiment that forced institutions to move to online teaching irrespective of their prior acceptance or experience with this teaching modality.\n","PeriodicalId":43809,"journal":{"name":"Journal of International Education in Business","volume":"86 1","pages":""},"PeriodicalIF":1.5000,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Understanding faculty acceptance of online teaching during the COVID-19 pandemic: a Saudi Arabian case study\",\"authors\":\"Haider H. Madani, Ajay Adhikari, Christopher D. Hodgdon\",\"doi\":\"10.1108/jieb-12-2021-0109\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nPurpose\\nThis study aims to leverage the Unified Theory of Acceptance and Use of Technology framework developed by Venkatesh et al. (2003) to explore the factors influencing faculty willingness and acceptance of online teaching at a major Saudi Arabian university as we move to a post-COVID-19 new normal.\\n\\n\\nDesign/methodology/approach\\nWe surveyed business school faculty from a major Saudi Arabian university that transitioned to online learning because of the COVID-19 lockdown. We used partial least square structural equation modeling to examine the factors that impact faculty satisfaction and behavioral intention to continue using online teaching in the future.\\n\\n\\nFindings\\nThe results of the study indicated that when faculty perceive that e-learning improves their teaching performance and effectiveness (performance expectancy) and find that online teaching tools are relatively easy to use (effort expectancy), then they are more open to considering online teaching and using digital tools even after the pandemic.\\n\\n\\nResearch limitations/implications\\nThe study uses a Saudi Arabian sample, so the results of the study may not be generalizable to other countries. The study was cross-sectional in nature; a longitudinal design would help in uncovering more stable relationships and enabling us to draw stronger conclusions. Lastly, the sample size for the study was relatively small, resulting in a loss of power in statistical testing. Notwithstanding these limitations, our study contributes to a greater understanding and appreciation of faculty acceptance of online teaching as we progress to a post-COVID-19 new normal. As such, it should be useful to educators, institutions and policymakers as they seek to reimagine business education going forward.\\n\\n\\nOriginality/value\\nThe present study is one of the first scholarly studies to focus on exploring e-learning acceptance in a business school from a faculty perspective, considering the natural experiment that forced institutions to move to online teaching irrespective of their prior acceptance or experience with this teaching modality.\\n\",\"PeriodicalId\":43809,\"journal\":{\"name\":\"Journal of International Education in Business\",\"volume\":\"86 1\",\"pages\":\"\"},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2023-02-03\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of International Education in Business\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1108/jieb-12-2021-0109\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of International Education in Business","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/jieb-12-2021-0109","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 2

摘要

本研究旨在利用Venkatesh等人(2003)开发的技术接受和使用统一理论框架，探索在沙特阿拉伯一所主要大学进入后covid -19新常态时，影响教师在线教学意愿和接受程度的因素。设计/方法/方法我们调查了沙特阿拉伯一所主要大学的商学院教师，该大学因COVID-19封锁而转向在线学习。我们使用偏最小二乘结构方程模型来研究影响教师满意度和未来继续使用在线教学的行为意愿的因素。研究结果表明，当教师认为电子学习提高了他们的教学绩效和有效性(绩效预期)，并发现在线教学工具相对容易使用(努力预期)时，他们就更愿意考虑在线教学和使用数字工具，即使在疫情之后也是如此。研究的局限性/意义:该研究使用了沙特阿拉伯的样本，因此研究结果可能无法推广到其他国家。这项研究本质上是横断面的;纵向设计将有助于揭示更稳定的关系，使我们能够得出更有力的结论。最后，本研究的样本量相对较小，导致统计检验的有效性下降。尽管存在这些限制，但随着我们进入后covid -19新常态，我们的研究有助于更好地理解和欣赏教师对在线教学的接受程度。因此，在教育工作者、机构和政策制定者寻求重新构想未来的商业教育时，它应该是有用的。本研究是第一批从教师角度探讨商学院对电子学习接受程度的学术研究之一，考虑到迫使机构转向在线教学的自然实验，而不管它们之前是否接受或有过这种教学模式的经验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Understanding faculty acceptance of online teaching during the COVID-19 pandemic: a Saudi Arabian case study

Purpose This study aims to leverage the Unified Theory of Acceptance and Use of Technology framework developed by Venkatesh et al. (2003) to explore the factors influencing faculty willingness and acceptance of online teaching at a major Saudi Arabian university as we move to a post-COVID-19 new normal. Design/methodology/approach We surveyed business school faculty from a major Saudi Arabian university that transitioned to online learning because of the COVID-19 lockdown. We used partial least square structural equation modeling to examine the factors that impact faculty satisfaction and behavioral intention to continue using online teaching in the future. Findings The results of the study indicated that when faculty perceive that e-learning improves their teaching performance and effectiveness (performance expectancy) and find that online teaching tools are relatively easy to use (effort expectancy), then they are more open to considering online teaching and using digital tools even after the pandemic. Research limitations/implications The study uses a Saudi Arabian sample, so the results of the study may not be generalizable to other countries. The study was cross-sectional in nature; a longitudinal design would help in uncovering more stable relationships and enabling us to draw stronger conclusions. Lastly, the sample size for the study was relatively small, resulting in a loss of power in statistical testing. Notwithstanding these limitations, our study contributes to a greater understanding and appreciation of faculty acceptance of online teaching as we progress to a post-COVID-19 new normal. As such, it should be useful to educators, institutions and policymakers as they seek to reimagine business education going forward. Originality/value The present study is one of the first scholarly studies to focus on exploring e-learning acceptance in a business school from a faculty perspective, considering the natural experiment that forced institutions to move to online teaching irrespective of their prior acceptance or experience with this teaching modality.

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

Journal of International Education in Business EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

0.50

自引率

6.70%

发文量

期刊介绍： The journal of International Education in Business (JIEB) is a peer reviewed journal concerned with theoretical and pedagogic aspects of international education in business schools and its flow-on implications for the workplace. The journal publishes papers that are concerned with: - international education, - cross- and inter-cultural aspects of internationalisation, - internationalisation of business schools, - business school teaching and learning, - academic and social engagement of students, - recruitment and marketing of business education in international contexts, - quality processes with respect to internationalisation, and - global organisations as stakeholders of internationalisation. Theoretical and empirical papers (qualitative and quantitative) as well as case analyses are invited. Papers that explore micro- and macro-perspectives in business and international education are also included.