Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic

Due to COVID-19, teachers quickly changed their courses from traditional face-to-face modality to emergency remote teaching (ERT), relying on learning management systems (LMS). In this simple prospective design study, we analyzed the relation of the level of teachers’ technological acceptance at the...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Rubia Cobo-Rendon, Karla Lobos Peña, Javier Mella-Norambuena, Nataly Cisternas San Martin, Fernando Peña
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	TAM Model learning analytics academic performance higher education COVID-19 Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/b2343227ef3748fda4a9a6c15dfe354c
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:b2343227ef3748fda4a9a6c15dfe354c
record_format	dspace
spelling	oai:doaj.org-article:b2343227ef3748fda4a9a6c15dfe354c2021-11-11T19:46:41ZLongitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic10.3390/su1321121672071-1050https://doaj.org/article/b2343227ef3748fda4a9a6c15dfe354c2021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/12167https://doaj.org/toc/2071-1050Due to COVID-19, teachers quickly changed their courses from traditional face-to-face modality to emergency remote teaching (ERT), relying on learning management systems (LMS). In this simple prospective design study, we analyzed the relation of the level of teachers’ technological acceptance at the beginning of ERT (March 2020) considering three variables: the time spent by teachers in the LMS during that semester, the percentage of LMS’s resources their students viewed during the semester, and the final academic performance of the same students at the end of that semester (September 2020). This study included 251 teachers (57% male) and 12,185 students (45% male). We measured the teachers’ level of acceptance with the Spanish version of the Questionnaire Technology Acceptance Model (TAM). We found that the relation between the teacher’s acceptance and their time spent on the LMS was significant and positive (rho = 0.24, <i>p</i> < 0.001). In addition, teachers’ perception of LMS’s easiness is related to the percentage of educational resources their students utilized (rho = 0.26, <i>p</i> < 0.001). Finally, we found a relation between the usefulness dimension of the TAM to the academic performance of the students at the end of that semester (rho = 0.18, <i>p</i> < 0.01). Considering these results, we discuss practices for implementing quality education.Rubia Cobo-RendonKarla Lobos PeñaJavier Mella-NorambuenaNataly Cisternas San MartinFernando PeñaMDPI AGarticleTAM Modellearning analyticsacademic performancehigher educationCOVID-19Environmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12167, p 12167 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	TAM Model learning analytics academic performance higher education COVID-19 Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	TAM Model learning analytics academic performance higher education COVID-19 Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Rubia Cobo-Rendon Karla Lobos Peña Javier Mella-Norambuena Nataly Cisternas San Martin Fernando Peña Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic
description	Due to COVID-19, teachers quickly changed their courses from traditional face-to-face modality to emergency remote teaching (ERT), relying on learning management systems (LMS). In this simple prospective design study, we analyzed the relation of the level of teachers’ technological acceptance at the beginning of ERT (March 2020) considering three variables: the time spent by teachers in the LMS during that semester, the percentage of LMS’s resources their students viewed during the semester, and the final academic performance of the same students at the end of that semester (September 2020). This study included 251 teachers (57% male) and 12,185 students (45% male). We measured the teachers’ level of acceptance with the Spanish version of the Questionnaire Technology Acceptance Model (TAM). We found that the relation between the teacher’s acceptance and their time spent on the LMS was significant and positive (rho = 0.24, <i>p</i> < 0.001). In addition, teachers’ perception of LMS’s easiness is related to the percentage of educational resources their students utilized (rho = 0.26, <i>p</i> < 0.001). Finally, we found a relation between the usefulness dimension of the TAM to the academic performance of the students at the end of that semester (rho = 0.18, <i>p</i> < 0.01). Considering these results, we discuss practices for implementing quality education.
format	article
author	Rubia Cobo-Rendon Karla Lobos Peña Javier Mella-Norambuena Nataly Cisternas San Martin Fernando Peña
author_facet	Rubia Cobo-Rendon Karla Lobos Peña Javier Mella-Norambuena Nataly Cisternas San Martin Fernando Peña
author_sort	Rubia Cobo-Rendon
title	Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic
title_short	Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic
title_full	Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic
title_fullStr	Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic
title_full_unstemmed	Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic
title_sort	longitudinal analysis of teacher technology acceptance and its relationship to resource viewing and academic performance of college students during the covid-19 pandemic
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/b2343227ef3748fda4a9a6c15dfe354c
work_keys_str_mv	AT rubiacoborendon longitudinalanalysisofteachertechnologyacceptanceanditsrelationshiptoresourceviewingandacademicperformanceofcollegestudentsduringthecovid19pandemic AT karlalobospena longitudinalanalysisofteachertechnologyacceptanceanditsrelationshiptoresourceviewingandacademicperformanceofcollegestudentsduringthecovid19pandemic AT javiermellanorambuena longitudinalanalysisofteachertechnologyacceptanceanditsrelationshiptoresourceviewingandacademicperformanceofcollegestudentsduringthecovid19pandemic AT natalycisternassanmartin longitudinalanalysisofteachertechnologyacceptanceanditsrelationshiptoresourceviewingandacademicperformanceofcollegestudentsduringthecovid19pandemic AT fernandopena longitudinalanalysisofteachertechnologyacceptanceanditsrelationshiptoresourceviewingandacademicperformanceofcollegestudentsduringthecovid19pandemic
_version_	1718431429675712512

Longitudinal Analysis of Teacher Technology Acceptance and Its Relationship to Resource Viewing and Academic Performance of College Students during the COVID-19 Pandemic

Ejemplares similares