Factors Influencing Teachers' Continuation of Online Learning in Elementary Schools

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Masmali, Abdullah; Alghamdi, Fahhad
  • Language:
    English
  • Source:
    International Education Studies. 2021 14(12):31-39.
  • Publication Date:
    2021
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: [email protected]; Web site: http://www.ccsenet.org/journal/index.php/ies
    • Peer Reviewed:
      Y
    • Source:
      9
    • Education Level:
      Elementary Education
    • Subject Terms:
      COVID-19; Pandemics; Online Courses; Technology Uses in Education; Elementary School Teachers; Teacher Attitudes; Performance; Expectation; Social Influences; Influences; Predictor Variables; Foreign Countries; School Closing; Educational Technology; Intention
    • Subject Terms:
      Saudi Arabia
    • ISSN:
      1913-9020
    • Abstract:
      The use of online teaching has increased rapidly, especially since the start of the global pandemic of COVID-19. K-12 teachers in Saudi Arabia, like many teachers globally, found themselves with a new way of teaching because of the pandemic. Thus, this study examined the unified theory of acceptance and use of technology (UTAUT) in elementary school teachers' acceptance of online learning. We tested whether UTAUT's four key factors (performance expectancy; effort expectancy; social influence; and facilitating conditions) affect Saudi Arabian elementary school teachers' acceptance of using online learning. We found that performance expectancy, social influence, and facilitating conditions altogether predicted teachers' use of online learning as the analysis of the multiple regression outcome found that 60.2% of the variation was affected by these variables.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1327003