The GETAMEL Model: Features of the Adaptation of Teachers in the Transition to On-Line Learning

Abstract

The mass digitization of education in recent years presents a series of challenges for the implementation of online learning. While there is a considerable amount of literature dedicated to student adaptation, the intricacies of effective implementation from the teacher’s perspective remain less explored. This article investigates the impact of various factors on the teacher adaptation process to new learning conditions, particularly in the transition to an online format. The study involved 670 teachers from five provinces in China, divided into two groups based on their experience with technology. Key factors influencing teachers’ use of digital technologies were identified through the General Extended Technology Acceptance Model (GETAMEL) framework. The research findings reveal that the more confident a teacher is in using online services and conducting lessons, the more likely students will adapt quickly without a significant decrease in the effectiveness of learning. It was also found that the level of technology used by teachers has a substantial influence on the adaptation process and the efficiency of the teaching process. Connections were identified between factors such as Normative Pressure, Management Support, and Experience: less experience among respondents leads to greater pressure and less administrative support. Specifically, respondents with significant experience scored high in Experience (9 out of 10), moderate in Normative Pressure (5), and high in Management Support (9). In contrast, those with less experience scored lower in Experience (5), higher in Normative Pressure (7), and lower in Management Support (6). The results of this article can serve as a foundation for developing programs and initiatives to train teachers in the use of digital technologies in education. Educational institutions can utilize these data to create professional development programs that provide teachers with practical skills and confidence in working in the online environment. Additionally, recommendations for supporting less experienced teachers can be implemented at the education management level to ensure adequate support and resources. Furthermore, companies and organizations providing professional development for teachers can use these results to tailor their programs to the specific needs and levels of experience of teachers.

Keywords:

• COVID-19 pandemic
• educator
• effectiveness
• online learning
• psychological well-being
• technology adoption

Disclosure statement

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

Data availability statement

Data will be available on request.

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.

Notes on contributors

Pu Zhang

Pu Zhang has Master Degree, she is a Doctoral Candidate Department of Education at the University of Pukyong National Korea. Her research focuses on mathematics curriculum, instructional materials, teaching and professional development of mathematics teachers.

Humin Yang

Humin Yang has doctoral degree, he is a Doctor of Education from Ludong University in China. His research focuses on developmental and educational psychology, as well as research related to the prevention of juvenile delinquency. He is a professor in the Department of Psychology, College of Education, Fuyang Normal University.