Virtual School Meanderings

April 25, 2022

AERA 2022 – Factors Influencing Chinese K–12 Teachers’ Intention to Teach Online During the Pandemic

The twenty-eighth of the K-12 Online Learning sessions from the 2022 annual meeting of the American Educational Research Association that I am blogging is:

Factors Influencing Chinese K–12 Teachers’ Intention to Teach Online During the Pandemic

  • In Event: Supporting K–12 Teaching and Learning With Online Resources and Tools

Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), SIG Virtual Rooms, SIG-Online Teaching and Learning Virtual Paper Session Room

Abstract

In order to figure out that the acceptance of Chinese K-12 teachers online instruction during pandemic. This paper focuses on the factors of influencing K-12 teachers’ intention to teach online, research model is constructed based on TAM and UTAUT. We distributed online questionnaires to the K-12 teachers in Shanghai, and 4308 valid questionnaires were finally obtained. We used the SPSS to carry multiple regression analysis, the result suggests that perceived usefulness, perceived ease of use, external influence and facilitating conditions significantly positively affect on teachers’ intention to teach online, years of teaching has moderating effect on perceived usefulness, teaching grade has moderating effect on perceived usefulness and external influence, experience has moderating effect on perceived ease of use.

Author

  • Yu Qing, East China Normal University

Which was part of this larger session:

Supporting K–12 Teaching and Learning With Online Resources and Tools

Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), SIG Virtual Rooms, SIG-Online Teaching and Learning Virtual Paper Session RoomSession Type: Paper Session

Abstract

Preparation and support for K-12 teaching with online resources and tools is a growing area of interest. Supporting K-12 learners is also garnering increasing interest. This session will feature research research about K-12 online teaching and learning. Presentations feature international work as well as work from the United States.

Sub Unit

  • SIG-Online Teaching and Learning

Chair

  • Jacqueline Zweig, Education Development Center, Inc.

Papers

  • Online Teaching in K–12 Education: A Systematic Review – Carla C. Johnson, North Carolina State University; Janet Walton, North Carolina State University; Jennifer Brammer Elliott, North Carolina State University; Lacey Jean Strickler Eppard, University of Toledo
  • Timing of Enrollment and Online Course Completion – Jacqueline Zweig, Education Development Center, Inc.; Erin Stafford, Education Development Center, Inc.
  • A Novel Adoption of Two Online Teaching Self-Evaluation Instruments Among a Public Pre-K–12 Teacher Sample – Virginia Byrne, Morgan State University; Diane Jass Ketelhut, University of Maryland – College Park
  • Factors Influencing Chinese K–12 Teachers’ Intention to Teach Online During the Pandemic – Yu Qing, East China Normal University
  • Homeschooling in Norway During the COVID-19 Pandemic: Unequal Opportunities and Little Digital Innovation – Cecilie Pedersen Dalland, OsloMet – Oslo Metropolitan University; Marte Blikstad-Balas, University of Oslo; Kirsti Klette, University of Oslo; Astrid Roe, University of Oslo

Discussant

  • Mary F. Rice, The University of New Mexico

As the focus of this presentation was quite different than most of what we typically see – and read in the literature – I wanted to capture all of this one verbatim.  So screenshots of all of the slides are below.

[I missed a slide here]

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