Educators' Acceptance of Online Platforms for Personal and Professional Development during the COVID-19 Pandemic
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| Main Authors: | , |
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| Format: | Recurso digital |
| Language: | English |
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Zenodo
2022
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| _version_ | 1866901804428558336 |
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| author | Wijewickrama, B.N. Wickramasinghe, V. |
| author_facet | Wijewickrama, B.N. Wickramasinghe, V. |
| contents | <p>With the pandemic, academic activities of education institutes such as teaching, learning, and assessment as well as programmes targeted for educators’ personal and professional development have been transformed to online from physical mode. The use of online platforms has become an essential pedagogical tool. This study investigated educators’ acceptance of online platforms for their personal and professional development during the COVID-19 pandemic in Sri Lanka. One hundred and ninetynine responses were received for the survey, and data were analysed using statistical methods. The study found the importance of belief structures- attitudinal, normative and control beliefs, and attitude toward the behaviour, subjective norms, and perceived behavioural control in determining educators’ acceptance of online platforms for their personal and professional development purposes. This paper concludes with a discussion on implications of the findings for theory and practice on educators’ acceptance of new technologies for teaching and learning purposes.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18322281 |
| institution | Zenodo |
| language | eng |
| publishDate | 2022 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Educators' Acceptance of Online Platforms for Personal and Professional Development during the COVID-19 Pandemic Wijewickrama, B.N. Wickramasinghe, V. Online learning platforms Digital learning E-learning adoption Teacher professional development Educational technology adoption Pandemic-driven digital learning Educators' attitudes toward technology teachers' acceptance of online learning platforms Professional development during COVID-19 COVID-19 pandemic Educators' professional development Personal development Technology acceptance Distance education Teacher Training remote learning <p>With the pandemic, academic activities of education institutes such as teaching, learning, and assessment as well as programmes targeted for educators’ personal and professional development have been transformed to online from physical mode. The use of online platforms has become an essential pedagogical tool. This study investigated educators’ acceptance of online platforms for their personal and professional development during the COVID-19 pandemic in Sri Lanka. One hundred and ninetynine responses were received for the survey, and data were analysed using statistical methods. The study found the importance of belief structures- attitudinal, normative and control beliefs, and attitude toward the behaviour, subjective norms, and perceived behavioural control in determining educators’ acceptance of online platforms for their personal and professional development purposes. This paper concludes with a discussion on implications of the findings for theory and practice on educators’ acceptance of new technologies for teaching and learning purposes.</p> |
| title | Educators' Acceptance of Online Platforms for Personal and Professional Development during the COVID-19 Pandemic |
| topic | Online learning platforms Digital learning E-learning adoption Teacher professional development Educational technology adoption Pandemic-driven digital learning Educators' attitudes toward technology teachers' acceptance of online learning platforms Professional development during COVID-19 COVID-19 pandemic Educators' professional development Personal development Technology acceptance Distance education Teacher Training remote learning |
| url | https://doi.org/10.5281/zenodo.18322281 |