Ntsiful Alex, Kwarteng Michael Adu, Pilík Michal, Osakwe Christian Nedu
Faculty of Management and Economics, Tomas Bata University in Zlin, Zlin, Czech Republic.
University of Pretoria's Gordon Institute of Business Science, Illovo, Johannesburg South Africa.
Innov High Educ. 2023;48(2):197-218. doi: 10.1007/s10755-022-09613-w. Epub 2022 Jun 9.
Given the effect of the COVID-19 pandemic, which led to the forced adoption of online teaching in several academic institutions across the world, we set out an objective in this paper to examine salient factors that may affect the decision to use online teaching by faculty members (teaching staff). We propose and validate a model based on an extended innovation diffusion theory and 284 online survey responses from Ghana and find that the attitude towards online teaching is predictably influenced by relative advantage and observability. Contrary to theory, complexity boosts rather than inhibits the attitude towards online teaching. The most salient predictors of willingness to use the mode of online teaching are attitude, observability, institutional trust, and compatibility. We conclude with discussions on the important implications for the scientific community and educational policymakers.
鉴于新冠疫情的影响，全球多个学术机构被迫采用在线教学，我们在本文中设定了一个目标，即研究可能影响教师（教学人员）采用在线教学决策的显著因素。我们基于扩展的创新扩散理论提出并验证了一个模型，并对来自加纳的284份在线调查回复进行了分析，发现对在线教学的态度可预见地受到相对优势和可观察性的影响。与理论相反的是，复杂性增强而非抑制了对在线教学的态度。使用在线教学模式意愿的最显著预测因素是态度、可观察性、机构信任和兼容性。我们最后讨论了对科学界和教育政策制定者的重要影响。
