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dc.contributor.authorDindar, Muhterem
dc.contributor.authorSuorsa, Anna
dc.contributor.authorHermes, Jan
dc.contributor.authorKarppinen, Pasi
dc.contributor.authorNäykki, Piia
dc.date.accessioned2021-09-01T05:55:22Z
dc.date.available2021-09-01T05:55:22Z
dc.date.issued2021
dc.identifier.citationDindar, M., Suorsa, A., Hermes, J., Karppinen, P., & Näykki, P. (2021). Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems : A Covid‐19 pandemic study. <i>Journal of Computer Assisted Learning</i>, <i>37</i>(6), 1553-1565. <a href="https://doi.org/10.1111/jcal.12552 " target="_blank">https://doi.org/10.1111/jcal.12552 </a>
dc.identifier.otherCONVID_100281292
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/77617
dc.description.abstractCovid-19 pandemic has caused a massive transformation in K-12 settings towards online education. It is important to explore the factors that facilitate online teaching technology adoption of teachers during the pandemic. The aim of this study was to compare Learning Management System (LMS) acceptance of Finnish K-12 teachers who have been using a specific LMS as part of their regular teaching before the Covid-19 pandemic (experienced group) and teachers who started using it for emergency remote teaching during the pandemic (inexperienced group). Based on the Unified Theory of Acceptance and Use of Technology framework, a self-report questionnaire was administered to 196 teachers (nexperienced = 127; ninexperienced = 69). Our findings showed no difference between the two groups of teachers in terms of performance expectancy, effort expectancy, LMS self-efficacy and satisfaction. However, the experienced group had higher behavioural intention to use LMS in the future, reported receiving higher online teaching support and displayed higher online teaching self-efficacy in terms of student engagement, classroom management, instructional strategies and ICT skills. For the experienced group, the most significant predictor of satisfaction with LMS was performance expectancy whereas for the inexperienced group, it was the effort expectancy. In terms of behavioural intention to use LMS in the future, the most significant predictor was the performance expectancy for both groups. Further, support was also a significant predictor of behavioural intention for the inexperienced group. Overall, our findings indicate that teachers should not be regarded as a unified profile when managing technology adoption in schools.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherWiley
dc.relation.ispartofseriesJournal of Computer Assisted Learning
dc.rightsCC BY 4.0
dc.subject.otherK-12 education
dc.subject.otheronline education
dc.subject.othertechnology acceptance
dc.subject.otherUTAUT
dc.titleComparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems : A Covid‐19 pandemic study
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202109014743
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosFaculty of Education and Psychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1553-1565
dc.relation.issn0266-4909
dc.relation.numberinseries6
dc.relation.volume37
dc.type.versionpublishedVersion
dc.rights.copyright© 2021 The Authors. Journal of Computer Assisted Learning published by John Wiley & Sons Ltd.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumberOKM/130/523/2020
dc.subject.ysoverkko-opetus
dc.subject.ysoopetusteknologia
dc.subject.ysoopettajat
dc.subject.ysooppimisalustat
dc.subject.ysokäyttöönotto
dc.subject.ysoCOVID-19
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6621
jyx.subject.urihttp://www.yso.fi/onto/yso/p4418
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p26951
jyx.subject.urihttp://www.yso.fi/onto/yso/p17832
jyx.subject.urihttp://www.yso.fi/onto/yso/p38829
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1111/jcal.12552
dc.relation.funderOpetus- ja kulttuuriministeriöfi
dc.relation.funderMinistry of Education and Cultureen
jyx.fundingprogramMuutfi
jyx.fundingprogramOthersen
jyx.fundinginformationThis research is connected to the GenZ project, a strategic profiling project in human sciences at the University of Oulu. The project is supported by the Academy of Finland (project number: 318930) and the University of Oulu.


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