Wang, et al

An Intelligent e-Learning Course Recommendation Framework Based on Student Learning Style

Chih-hsuan Wang, Educational Foundations, Leadership, and Technology, Auburn University  
Victoria Cardullo, Curriculum and Teaching, Auburn University
Megan Burton, Curriculum and Teaching, Auburn University   
Jill Salisbury-Glennon, Educational Foundations, Leadership, and Technology, Auburn University
Amy Serafini,  Educational Foundations, Leadership, and Technology, Auburn University


https://doi.org/10.9743/JEO.2023.20.2.14

Abstract

The COVID-19 global pandemic caused a shift from face-to-face to online teaching across K-12 education. The present study sought to examine the relationship between K-12 teachers' teaching self-efficacy and their perceptions toward using Learning Management Systems (LMS). Results indicated that the levels of support that teachers received, as well as the perceived usefulness of the LMS, impacted their level of online teaching self-efficacy. Further, teachers' self-efficacy for using a LMS directly influenced ease of use, their attitudes toward using the LMS, and their intention to use the LMS in the future. 

 Keywords: Teacher self-efficacy, COVID-19, Learning Management System (LMS), Extended Technology Acceptance Model (TAM)


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