Zhu Yonghai, Xu Yingying, Wang Xinyu, Yan Shiyu, Zhao Li
Elementary Education College, Capital Normal University, Beijing, China.
School of Education Science, Nanjing Normal University, Nanjing, China.
Front Psychol. 2022 May 2;13:765832. doi: 10.3389/fpsyg.2022.765832. eCollection 2022.
Online learning resources (OLR) play an important role in teaching and learning in the process of online learning. Teachers will be satisfied with selectable and suitable online learning resources, which can promote their self-efficacy to facilitate online teaching and learning. This study proposed a model to examine the effects of the selectivity of online learning resources (SE-OLR) and the suitability of online learning resources (SU-OLR) on teachers' online teaching satisfaction, and the mediating role of technology self-efficacy (TECHN-SE) and online teaching self-efficacy (OT-SE) between them. The results indicated that SE-OLR and SU-OLR positively affected teachers' online teaching satisfaction; TECHN-SE and OT-SE positively influenced teachers' online teaching satisfaction, while TECHN-SE and OT-SE played mediating roles between SE-OLR and SU-OLR and teachers' online teaching satisfaction. The findings have implications for the design and development of online learning resources to improve teachers' satisfaction and facilitate students' learning effectiveness and teachers' online teaching.
在线学习资源（OLR）在在线学习过程中的教学中发挥着重要作用。教师会对可选择且合适的在线学习资源感到满意，这些资源能够提升他们的自我效能感，从而促进在线教学。本研究提出了一个模型，以检验在线学习资源的选择性（SE - OLR）和在线学习资源的适用性（SU - OLR）对教师在线教学满意度的影响，以及技术自我效能感（TECHN - SE）和在线教学自我效能感（OT - SE）在它们之间的中介作用。结果表明，SE - OLR和SU - OLR对教师的在线教学满意度有积极影响；TECHN - SE和OT - SE对教师的在线教学满意度有积极影响，而TECHN - SE和OT - SE在SE - OLR、SU - OLR与教师在线教学满意度之间起到中介作用。这些研究结果对在线学习资源的设计与开发具有启示意义，有助于提高教师满意度，促进学生的学习效果和教师的在线教学。
