Students' Acceptance of Technology-Mediated Teaching - How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany.
Identifieur interne : 000018 ( Main/Exploration ); précédent : 000017; suivant : 000019Students' Acceptance of Technology-Mediated Teaching - How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany.
Auteurs : Gergana Vladova [Allemagne] ; André Ullrich [Allemagne] ; Benedict Bender [Allemagne] ; Norbert Gronau [Allemagne]Source :
- Frontiers in psychology [ 1664-1078 ] ; 2021.
Abstract
In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring-summer 2020 semester. Our study focused on (1) the students' acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice.
DOI: 10.3389/fpsyg.2021.636086
PubMed: 33613405
PubMed Central: PMC7887425
Affiliations:
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Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice.</div></front></TEI><pubmed><MedlineCitation Status="PubMed-not-MEDLINE" Owner="NLM"><PMID Version="1">33613405</PMID><DateRevised><Year>2021</Year><Month>02</Month><Day>23</Day></DateRevised><Article PubModel="Electronic-eCollection"><Journal><ISSN IssnType="Print">1664-1078</ISSN><JournalIssue CitedMedium="Print"><Volume>12</Volume><PubDate><Year>2021</Year></PubDate></JournalIssue><Title>Frontiers in psychology</Title><ISOAbbreviation>Front Psychol</ISOAbbreviation></Journal><ArticleTitle>Students' Acceptance of Technology-Mediated Teaching - How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany.</ArticleTitle><Pagination><MedlinePgn>636086</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.3389/fpsyg.2021.636086</ELocationID><Abstract><AbstractText>In response to the impending spread of COVID-19, universities worldwide abruptly stopped face-to-face teaching and switched to technology-mediated teaching. As a result, the use of technology in the learning processes of students of different disciplines became essential and the only way to teach, communicate and collaborate for months. In this crisis context, we conducted a longitudinal study in four German universities, in which we collected a total of 875 responses from students of information systems and music and arts at four points in time during the spring-summer 2020 semester. Our study focused on (1) the students' acceptance of technology-mediated learning, (2) any change in this acceptance during the semester and (3) the differences in acceptance between the two disciplines. We applied the Technology Acceptance Model and were able to validate it for the extreme situation of the COVID-19 pandemic. We extended the model with three new variables (time flexibility, learning flexibility and social isolation) that influenced the construct of perceived usefulness. Furthermore, we detected differences between the disciplines and over time. In this paper, we present and discuss our study's results and derive short- and long-term implications for science and practice.</AbstractText><CopyrightInformation>Copyright © 2021 Vladova, Ullrich, Bender and Gronau.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Vladova</LastName><ForeName>Gergana</ForeName><Initials>G</Initials><AffiliationInfo><Affiliation>Chair of Business Informatics, Processes and Systems, University of Potsdam, Potsdam, Germany.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Research Group Education and Advanced Training in the Digital Society, Weizenbaum Institute for the Networked Society, Berlin, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Ullrich</LastName><ForeName>André</ForeName><Initials>A</Initials><AffiliationInfo><Affiliation>Chair of Business Informatics, Processes and Systems, University of Potsdam, Potsdam, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Bender</LastName><ForeName>Benedict</ForeName><Initials>B</Initials><AffiliationInfo><Affiliation>Chair of Business Informatics, Processes and Systems, University of Potsdam, Potsdam, Germany.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Gronau</LastName><ForeName>Norbert</ForeName><Initials>N</Initials><AffiliationInfo><Affiliation>Chair of Business Informatics, Processes and Systems, University of Potsdam, Potsdam, Germany.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2021</Year><Month>01</Month><Day>28</Day></ArticleDate></Article><MedlineJournalInfo><Country>Switzerland</Country><MedlineTA>Front Psychol</MedlineTA><NlmUniqueID>101550902</NlmUniqueID><ISSNLinking>1664-1078</ISSNLinking></MedlineJournalInfo><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">COVID-19</Keyword><Keyword MajorTopicYN="N">TAM</Keyword><Keyword MajorTopicYN="N">digital learning</Keyword><Keyword MajorTopicYN="N">discipline differences</Keyword><Keyword MajorTopicYN="N">e-learning</Keyword><Keyword MajorTopicYN="N">technology acceptance</Keyword><Keyword MajorTopicYN="N">technology-mediated teaching</Keyword><Keyword MajorTopicYN="N">university teaching</Keyword></KeywordList><CoiStatement>The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.</CoiStatement></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="received"><Year>2020</Year><Month>11</Month><Day>30</Day></PubMedPubDate><PubMedPubDate PubStatus="accepted"><Year>2021</Year><Month>01</Month><Day>07</Day></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2021</Year><Month>2</Month><Day>22</Day><Hour>5</Hour><Minute>53</Minute></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2021</Year><Month>2</Month><Day>23</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2021</Year><Month>2</Month><Day>23</Day><Hour>6</Hour><Minute>1</Minute></PubMedPubDate></History><PublicationStatus>epublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">33613405</ArticleId><ArticleId IdType="doi">10.3389/fpsyg.2021.636086</ArticleId><ArticleId IdType="pmc">PMC7887425</ArticleId></ArticleIdList><ReferenceList><Reference><Citation>Diabetes Metab Syndr. 2020 Sep - Oct;14(5):1121-1132</Citation><ArticleIdList><ArticleId IdType="pubmed">32659695</ArticleId></ArticleIdList></Reference><Reference><Citation>High Educ (Dordr). 2020 Jun 4;:1-19</Citation><ArticleIdList><ArticleId IdType="pubmed">32836334</ArticleId></ArticleIdList></Reference><Reference><Citation>EPMA J. 2020 Jul 30;11(3):311-332</Citation><ArticleIdList><ArticleId IdType="pubmed">32839666</ArticleId></ArticleIdList></Reference><Reference><Citation>Pain Physician. 2020 Aug;23(4S):S367-S380</Citation><ArticleIdList><ArticleId IdType="pubmed">32942794</ArticleId></ArticleIdList></Reference></ReferenceList></PubmedData></pubmed><affiliations><list><country><li>Allemagne</li></country><region><li>Berlin</li><li>Brandebourg</li></region><settlement><li>Berlin</li><li>Potsdam</li></settlement><orgName><li>Université de Potsdam</li></orgName></list><tree><country name="Allemagne"><region name="Brandebourg"><name sortKey="Vladova, Gergana" sort="Vladova, Gergana" uniqKey="Vladova G" first="Gergana" last="Vladova">Gergana Vladova</name></region><name sortKey="Bender, Benedict" sort="Bender, Benedict" uniqKey="Bender B" first="Benedict" last="Bender">Benedict Bender</name><name sortKey="Gronau, Norbert" sort="Gronau, Norbert" uniqKey="Gronau N" first="Norbert" last="Gronau">Norbert Gronau</name><name sortKey="Ullrich, Andre" sort="Ullrich, Andre" uniqKey="Ullrich A" first="André" last="Ullrich">André Ullrich</name><name sortKey="Vladova, Gergana" sort="Vladova, Gergana" uniqKey="Vladova G" first="Gergana" last="Vladova">Gergana Vladova</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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