Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education

The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices

During COVID-19 pandemic the teachers were suddenly forced to change their teaching and use distance learning practices, and become innovative in their ways of teaching online. In the current study we sought to understand whether teachers considered themselves innovative and how this affected their distance learning self-efficacy, accountability, and distance learning teaching practices. Two hundred elementary and secondary school teachers from Israel were asked to fill in a questionnaire comprising the four abovementioned components. Findings indicated that it was teachers' self-innovativeness which had significantly influenced their distance learning self-efficacy, accountability, and distance learning teaching practices. Findings indicate that work experience directly affected self-innovativeness, and older, more experienced teachers perceived themselves as more innovative in adopting and using distance learning compared to less experienced ones. The second finding was that professional development affected distance learning teaching practices but had no effect on teachers' self-innovativeness. The study shows that increasing teachers' self-innovativeness may affect their self-efficacy and accountability and lead to better distance learning teaching practices. Therefore, it is suggested to change the focus of professional development programs to promoting teachers' self-innovativeness and encouraging them to create novel and tailored combinations of hybrid learning.

Instructors' self-efficacy, perceived benefits, and challenges in transitioning to online learning

Drawing on social cognitive theory, this study investigated instructors' online teaching self-efficacy during the sudden, COVID-19-induced transition to online teaching. The pandemic has forced instructors to shift to online teaching, arming them with valuable hands-on experience in this alternative teaching mode. This study examined instructors' online teaching self-efficacy, perceived benefits, intention to implement online teaching strategies in their future teaching, and the challenges encountered during this transition. A total of 344 instructors completed the developed and validated questionnaire. The data were analyzed using multiple linear regression modeling, using the stepwise estimation technique. The findings demonstrate that affiliated universities, the quality of online learning, and previous use of learning management systems (LMS) are significant predictors of instructors' online teaching self-efficacy. Online teaching self-efficacy, along with gender, quality of online learning, and professional training are significant predictors of the perceived benefits of online learning during emergencies. Meanwhile, the quality of online learning and professional training are significant predictors of instructors' intention to implement online teaching strategies and learning technology tools. Instructors ranked remote assessment as the most challenging factor in online teaching during emergencies, and internet access or internet speed as the first and most complicated hindrance for students in this transition. This study helps in understanding instructors' online teaching self-efficacy during the sudden transition and the positive consequences of shifting to the online mode due to the COVID-19 pandemic on the higher education field. Recommendations and implications are discussed.

Digital literacy, technological literacy, and internet literacy as predictors of attitude toward applying computer-supported education

Even though there is an abundance of research on computer supported education (CSE), digital literacy (DL), technological literacy (TL), and internet literacy (IL), the correlation between them and their effect on each other have not been analyzed in the literature. However, no study has been conducted on the correlation between and effect of CSE, DL, TL, and IL and which additionally explains their relationship to each other. This study aims to analyze the effect levels among the latent variables of DL, TL, and IL, and the attitude toward applying CSE and these latent variables' ratios to each other. For this purpose, eight hypotheses were developed after reviewing the literature. A relational descriptive model is used to detect the presence and extent of covariance. The participants of this study were 510 prospective teachers. Exploratory and confirmatory factor analysis of the scales were performed. The hypotheses of the research were tested with the structural equation model. As a result, it was revealed that DL, TL, and IL together significantly affect and explain the attitude towards CSE. Different suggestions have been developed based on the results of the research.

Exploring the multidimensional relationships between educational situation perception, teacher support, online learning engagement, and academic self-efficacy in technology-based language learning

The study explored the multidimensional relationships between educational situation perception, teacher support, online learning engagement and academic self-efficacy in technology-based language learning in a sample of Chinese undergraduate students, and meanwhile examined the mediating effects of academic self-efficacy and teacher support. A total of 392 (126 male and 266 female) Chinese university students reported on their perceived educational situation, teacher support, online learning engagement, and academic self-efficacy. Results showed that educational situation perception was significantly and positively associated with teacher support, online learning engagement and academic self-efficacy; teacher support and academic self-efficacy was positively correlated with online learning engagement. More importantly, academic self-efficacy as well as teacher support mediated the relationship between educational situation perception and online learning engagement. These findings extended previous research by considering both the external factors (i.e., educational situation; teacher support) and the internal factors (i.e., academic self-efficacy) of influencing students' online learning engagement in technology-based language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study highlighted the following aspects: (1) strengthening the consideration of the key elements of the educational situation; (2) clarifying the pivotal position of intelligent technology in educational situations; and (3) emphasizing the reconstruction of intelligence teaching ecology driven by learning activities. Besides, this study indicated the significance of elevating teachers' awareness, willingness and capacity of the substantial supports in enhancing students' online learning engagement and would inform that the future research on the connotation and ways of teacher support should be responding to technology-based learning environments.

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021

The impact of digital devices and the Internet has generated various changes at social, political, and economic levels, the repercussion of which is a great challenge characterized by the changing and globalized nature of today's society. This demands the development of new skills and new learning models in relation to information and communication technologies. Universities must respond to these social demands in the training of their future professionals. This paper aims to analyze the empirical evidence provided by international studies in the last seven years, related to the digital literacy of university students, including those pursuing degrees related to the field of education. Our findings highlight the fact that the digital literacy that is offered in universities to graduate/postgraduate students, in addition to treating digital literacy as a central theme, also focuses on perceived and developed self-efficacy. This is done by strengthening competencies related to digital writing and reading, the use of databases, the digital design of content and materials, and the skills to edit, publish or share them on the web, or applications aimed at treating digital literacy as emerging pedagogies and educational innovation. Secondly, we found studies related to digital competencies and use of the Internet, social networks, web 2.0, or the treatment of digital risks and their relationship with digital literacy. Thirdly, we found works that, in addition to focusing on digital literacy, also focused on different psychological constructs such as motivation, commitment, attitudes, or satisfaction.

Systematic review registration:https://www.scopus.com/home.uri; https://www.recursoscientificos.fecyt.es/.

Professional and psychological precursors of instructional approaches used in distance learning during COVID-19

The current study addresses two antecedents that may serve to explain teachers' online instructional practices during the COVID-19 pandemic: first, the professional aspect that deals with suitable training of teachers and school support for distance learning, and second, informed by the professional aspect, the personal (psychological) aspect that discusses the self-efficacy and attitudes of teachers toward distance learning. A mixed-methods design was employed by collecting data from 327 Israeli schoolteachers. A phenomenological paradigm was used to enrich the information from the point of view of teachers who experienced the transition to distance learning. The empirical model included three aspects connected to distance learning: the professional, personal (psychological), and pedagogical-practical. The professional level included training and school support for distance learning. The personal level referred to teachers' perception of their efficacy to use technology for distance learning and their attitudes toward incorporating technology in teaching. The practical aspect comprised actual teaching methods that teachers used during distance learning. The results of the quantitative data analysis revealed that teachers' perceived efficacy to deploy competency-based learning strategies exceeded their actual use of such activities during the crisis. In practice, they maintained classroom discipline rather than enhancing collaborative practices, according to their report. The current study indicates that teachers' perceived ability to deploy distance learning activities might play a central role in explaining actual online instructional activities used during the crisis. This psychological aspect can be nurtured by appropriate professional training and technical and emotional support. Based on both quantitative and qualitative analyses, appropriate preparations are suggested to provide teachers with technical, pedagogical, and emotional support during times of crisis.

Exploring structural relations among computer self-efficacy, perceived immersion, and intention to use virtual reality training systems

The use of virtual reality (VR) training systems for education has grown in popularity in recent years. Scholars have reported that self-efficacy and interactivity are important predictors of learning outcomes in virtual learning environments, but little empirical research has been conducted to explain how computer self-efficacy (as a subcategory of self-efficacy) and perceived immersion (as a correlate of interactivity) are connected to the intention to use VR training systems. The present study aims to determine which factors significantly influence behavioral intention when students are exposed to VR training systems via an updated technology acceptance frame by incorporating the constructs of computer self-efficacy and perceived immersion simultaneously. We developed a VR training system regarding circuit connection and a reliable and validated instrument including 9 subscales. The sample data were collected from 124 junior middle school students and 210 senior high school students in two schools located in western China. The samples were further processed into a structural equation model with path analysis and cohort analysis. The results showed that the intention to use VR training systems was indirectly influenced by computer self-efficacy but directly influenced by perceived immersion (β = 0.451). However, perceived immersion seemed to be influenced mostly by learner interaction (β = 0.332). Among external variables, learner interaction (β = 0.149) had the largest total effect on use intention, followed by facilitating conditions (β = 0.138), computer self-efficacy (β = 0.104), experimental fidelity (β = 0.083), and subjective norms (β = 0.077). The moderating roles of gender differences, grade level, and previous experience in structural relations were also identified. The findings of the present study highlight the ways in which factors and associations are considered in the practical development of VR training systems.

A structural equation model predicting adults' online learning self-efficacy

We aimed to model the direct effects of the theorized relationships of academic self-efficacy, computer use self-efficacy, learning management system self-efficacy, internet and information-seeking self-efficacy, and online learning self-efficacy using structural equation modeling. The study proves that academic self-efficacy has positive predictive relationships with computer use self-efficacy, learning management system self-efficacy and internet and information self-efficacy. Secondly, modeling revealed that computer use self-efficacy, learning management system self-efficacy and internet and information self-efficacy positively predicts online learning self-efficacy. This study provides empirical evidence on a previously theorized set of relationships and informs policy makers on significant relationships they can employ to inform program development aimed at improving online learning self-efficacy anchored on their particular use cases.

Factors impacting behavioural intentions to adopt the electronic marketplace: findings from small businesses in India

The pandemic has accelerated e-commerce adoption for both consumers and sellers. This study aims to identify factors critical to the adoption of electronic markets (EM) during the pandemic, from the perspective of small sellers in non-metro cities. The research design utilizes core dimensions of the UTAUT model and selected constructs from protection motivation theory; since business closure vulnerability also triggers electronic market adoption. A questionnaire survey method was used to collect data from 150 sellers from tier-II/III cities of India. Study results identified performance expectancy, effort expectancy, social influence and perceived vulnerability as significant determinants of behavioural intention towards adoption of EM. The findings also explain the moderating impact of sellers' awareness of information technology and merchants' age on behavioural outcomes. Given the growing demands from such cities, the research offers insights for marketers to understand the bottlenecks and ways to motivate small sellers to get associated with EMs.

Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators

This study explored the contributions of teacher supports toward students' self-directed language learning beyond the classroom and investigated whether technology acceptance and technological self-efficacy could be the mediators between teacher supports and students' self-directed language learning in a sample of Chinese undergraduate students. A total of 197 freshmen students in one university in Eastern China participated in the questionnaires concerning teacher supports, technology acceptance, technological self-efficacy and self-directed language learning. The study highlighted the results: (1) perceived usefulness mediated the relationship between teacher affective supports and students' self-directed language learning as well as the relationship between teacher capacity supports and students' self-directed language learning; (2) technological self-efficacy mediated the relationship between teacher affective supports and students' self-directed language learning as well as the relationship between teacher behavior supports and students' self-directed language learning; and (3) perceived easy of use had no noticeable mediating functions, but exerted an indirect influence on students' self-directed language learning. These findings extended previous researches by considering both the external factors (i.e., teacher supports) and the internal factors (i.e., technology acceptance and technological self-efficacy) of influencing students' self-directed language learning, thereby contributing to enhancing our understanding of the joint drive of the inherent and extrinsic power mechanisms. This study indicated the significance of elevating teachers' awareness of the substantial supports in enhancing students' self-directed language learning beyond the classroom and would inform that the future research on teachers' compliance in relation to technology use be converted from institutional mandates into teachers' conscientious behaviors.

Designing Feedback Systems: Examining a Feedback Approach to Facilitation in an Online Asynchronous Professional Development Course for High School Science Teachers

Many researchers have identified the need for a more holistic understanding of the role of feedback in supporting learning in online environments. This study explores how our design, development, and implementation of an online feedback facilitation system influenced high school science teachers’ learning in an asynchronous teacher professional development online course. We then describe teachers’ and facilitators’, i.e., feedback providers’, perceptions of the effectiveness of the system’s features for supporting participants’ learning and engagement. Our work also responds to recent calls for developing a more nuanced understanding of how the complexity of feedback influences learning and the need for more qualitative research on online facilitators’ and learners’ experiences working with new technologies. Results demonstrated that, despite the difficulty of analyzing the complex variables influencing learners’ interactions and perceptions of the feedback system, designing adaptive feedback systems that draw on the principles of design-based implementation research (DBIR) offer promise for enhancing the systems’ contributions to teacher learning.

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.

Adoption of telemedicine applications among Saudi citizens during COVID-19 pandemic: An alternative health delivery system

This study aims to investigate individual behavior towards adoption of telemedicine application based on wireless sensor network applications (WSN) during COVID-19 pandemic. Therefore, the research model extends the unified theory of acceptance and use of technology with the task technology fit model, awareness and self-efficacy to determine user intention to adopt wireless sensor network application for medical assistance. A research survey was conducted towards Saudi citizens in voluntary setting. In response, 348 valid responses were retrieved. Sample size was computed with prior-power analysis using G-power software. The research model is empirically tested with latest statistical approach namely structural equation modeling (SEM). Findings of the structural model indicate that wireless sensor network application was jointly predicted by performance expectancy, social influence, effort expectancy, facilitating condition, task technology fit, awareness and self-efficacy and explained substantial variance R² 79.5% in individual behavior to adopt wireless sensor network application. The effect size analysis (f²) revealed that task technology fit and facilitating condition were the most important factors to determine user intention to adopt wireless sensor network application. The current study contributes to theory by extending the unified theory of acceptance and use of technology with task technology fit model, self-efficacy and awareness and enrich information system literature in the context of user intention to adopt wireless sensor network application. Practically, this study suggest that health consultant should focus on technology fitness including wireless devices and the number of facilities to operate wireless sensor network which in turn boost user confidence towards adoption of wireless sensor network application for health consultation. This study develops a unique research model that inspects user behavior towards adoption of wireless sensor network technology for better health care system. The findings of this study answer how to monitor COVID-19 while using of wireless sensor network applications. Moreover, this study is useful for clinical management through virtual environment and guides health advisors, software developers and physicians to design user friendly telemedicine application by using wireless sensor network technology.

Purchase intention and purchase behavior online: A cross-cultural approach

This article aims to explore the key factors on e-commerce adoption from elements of social psychology, such as attitude, subjective norms, perceived behavioral control, ease of use and perceived usefulness, introducing the study of non-traditional elements like buying impulse, compatibility, and self-efficacy in online stores, contrasting relationships in a cross-cultural environment. The proposed model is tested from quantitative research with a sample of 584 online consumers in Colombia and Spain. The following statistical analyses were conducted: CFA, structural equations, measurement instrument invariance, and multi-group analysis with EQS 6.3 software. The study reveals that self-efficacy in online stores is a key factor in adopting electronic commerce above the cultures studied. Also, there is significant evidence that proves the moderating effect of national culture on several relationships of the model proposed. Results highlight the importance of national culture to understand impulsive buying behavior. The article presents several considerations toward the main elements to generate online purchase intention among consumers in an emerging country and finds substantial differences with consumers in a developed country. Practical implications are made for companies to adopt online channels and expand internationally.

Response awareness and instructional self-efficacy: influences on intent

Purpose

This paper aims to examine the influence of response awareness on behavioral intent, and introduces instructional self-efficacy, a construct rarely examined within the context of information security (ISec).

Design/methodology/approach

A Web-based survey was conducted and a total of 211 valid responses were analyzed. The relationships among response awareness, instructional self-efficacy and behavioral intent were examined through a three-phase structural equation modeling analysis.

Findings

The results indicate that even at low levels, response awareness has a strong influential effect on the behavioral intent to perform the secure response and on the self-efficacy to instruct others to perform the response. Instructional self-efficacy was also found to be a significant predictor of behavioral intent to perform the response. Finally, evidence was found indicating instructional self-efficacy fully mediates the response awareness to the behavioral intent relationship.

Research limitations/implications

Because of the characteristics of the population, the focus on a single ISec response and the dependent variable of behavioral intent rather than actual behavior, the generalizability of the findings is impacted.

Practical implications

The results contribute to practice by confirming the importance of response awareness and of instructional self-efficacy within an ISec context. Specific implications include the indication that informal communications about ISec issues among peers should be encouraged and that instructional self-efficacy should be targeted within ISec awareness training programs.

Originality/value

This paper’s parsimonious model defined response awareness as vicarious experience with a response and presented instructional self-efficacy, a construct novel to ISec studies that was found to be a significant influence within the relationship between response awareness and behavioral intent.

Expectations of telemedicine health service adoption in rural Bangladesh

This study analyzes the antecedent factors that influence patients' expectations of telemedicine adoption in centres hosted by rural public hospitals in Bangladesh. It examines five antecedents of patients' expectations of telemedicine adoption-self-efficacy, telemedicine experience, knowledge, enjoyment, and prior satisfaction. A conceptual research model was formulated, encompassing a set of hypotheses that were developed and tested by employing partial least squares structural equation modelling. Using a structured survey questionnaire, a cross-sectional survey was conducted among 500 telemedicine users in different rural areas in Bangladesh. Except knowledge, four antecedents significantly contribute to patients' expectations of telemedicine health service adoption explaining 66% of the variance (R²) in expectations. These findings provide support for explaining antecedents to the formation of patients' expectations of telemedicine adoption and the institutionalisation of favourable policy guidelines as an early guidance for the development of successful healthcare industries in Bangladesh and other similar settings. Specific policy interventions and recommendations are provided, including current research limitations leading to opportunities for future research.