Dindar Muhterem, Suorsa Anna, Hermes Jan, Karppinen Pasi, Näykki Piia
Learning and Educational Technology Research Unit Faculty of Education, University of Oulu Oulu Finland.
History, Culture and Communication Studies Faculty of Humanities, University of Oulu Oulu Finland.
J Comput Assist Learn. 2021 Dec;37(6):1553-1565. doi: 10.1111/jcal.12552. Epub 2021 Aug 19.
Covid-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a specific LMS as part of their regular teaching before the Covid-19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self-report questionnaire was administered to 196 teachers ( = 127; = 69). Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self-efficacy and satisfaction. However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self-efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools.
新冠疫情使K-12教育环境向在线教育发生了巨大转变。探索疫情期间促进教师采用在线教学技术的因素很重要。本研究的目的是比较芬兰K-12教师中，在新冠疫情之前就已将特定学习管理系统（LMS）作为常规教学一部分使用的教师（有经验组）和在疫情期间开始将其用于应急远程教学的教师（无经验组）对LMS的接受情况。基于技术接受与使用统一理论框架，对196名教师（有经验组 = 127人；无经验组 = 69人）进行了一份自陈式问卷调查。我们的研究结果表明，两组教师在绩效期望、努力期望、LMS自我效能感和满意度方面没有差异。然而，有经验组未来使用LMS的行为意向更高，报告称获得了更高的在线教学支持，并且在学生参与度、课堂管理、教学策略和信息通信技术技能方面表现出更高的在线教学自我效能感。对于有经验组，对LMS满意度的最重要预测因素是绩效期望，而对于无经验组，是努力期望。就未来使用LMS的行为意向而言，两组最重要的预测因素都是绩效期望。此外，支持也是无经验组行为意向的一个重要预测因素。总体而言，我们的研究结果表明，在学校管理技术采用时，不应将教师视为一个统一的群体。
