Learning Satisfaction with Online Teaching Video Cases Among Pre-Service Preschool Teachers in China

ABSTRACT

Research Findings: Online Teaching Video Cases (OTVCs) are an increasingly utilized digital learning resource for training pre-service preschool teachers (PPTs). This study employed an integrated framework integrating the Technology Acceptance Model (TAM) and the Expectation Confirmation Model (ECM) to examine the factors that influence PPTs’ perceived learning performance and satisfaction, as well as the interactive relationships among these factors. Survey participants (N = 269) were randomly sampled from seven normal universities and colleges in Shandong province (China). A partial least squares structural equation modeling approach was used to test the study’s hypotheses. The findings of this study demonstrate that the actual usage of OTVCs significantly affects PPTs’ learning performance and subsequent learning satisfaction, which in turn is directly influenced by expectation confirmation and learning performance. Practice or Policy: As such, this study highlights the potential of OTVCs as an effective digital learning resource for PPTs. The proposed framework combining TAM and ECM can largely explain PPTs’ learning satisfaction with OTVCs. Teacher educators are encouraged to provide PPTs with applicable video-based instructional cases to optimize their learning experiences.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Based on a previous similar study (Nagy, 2018), the minimum value of R² is assumed here to be 0.10. The statistical power is set to 0.8 with a confidence level of 0.05. According to Hair et al. (2021), a sample size of 113 was required.