Clarifying the Definition and Measurement of Attitude in Teachers’ Acceptance of Online Teaching (Poster 19)

• In Event: Friday Poster Session 9:35 am
  In Poster Session: Trends and Issues in Technology-Based Environments

Abstract

This mixed-methods study attempted to clarify the definition and measurement of attitude in teachers’ acceptance of online teaching, and examined university teachers’ acceptance of online teaching and its influencing factors during the COVID-19 pandemic. The connotations and validity of affect-focused versus evaluation-focused attitude were compared, and a sample of 2,432 university teachers participated in an online questionnaire survey. The quantitative and qualitative results showed that an evaluation-focused attitude was more valid and appropriate than an affect-focused attitude for explaining teachers’ intention to adopt online teaching. These findings help clarify the definition and measurement of attitude in technology acceptance studies, and highlight the determinative role of cost-benefit appraisal in teachers’ decision making regarding adopting and implementing online teaching in the classroom.

Author

• Hongbiao Yin, The Chinese University of Hong Kong