75
Views
0
CrossRef citations to date
0
Altmetric
Research Article

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

&
Received 14 Sep 2023, Accepted 11 Dec 2023, Published online: 02 Jan 2024

References

  • Abdallah, A. K., & Alriyami, R. (2022). Changes in the education landscape caused by COVID-19: Opportunities and challenges from UAE perspective. World Journal on Educational Technology: Current Issues, 14(3), 544–559. https://doi.org/10.18844/wjet.v14i3.7193
  • Abdullah, F., & Ward, R. (2016). Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors. Computers in Human Behavior, 56, 238–256. https://doi.org/10.1016/j.chb.2015.11.036
  • Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/JPSP.2020261309
  • Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, 11(2), 380–400. https://doi.org/10.1108/AEDS-06-2020-0131
  • Aljedaani, W., Krasniqi, R., Aljedaani, S., Mkaouer, M. W., Ludi, S., & Al-Raddah, K. (2023). If online learning works for you, what about deaf students? Emerging challenges of online learning for deaf and hearing-impaired students during COVID-19: A literature review. Universal Access in the Information Society, 22(3), 1–20. https://doi.org/10.1007/s10209-022-00897-5
  • Banerjee, R., Mishra, V., & Maruta, A. A. (2021). Energy poverty, health and education outcomes: Evidence from the developing world. Energy Economics, 101(September), 105447. https://doi.org/10.1016/j.eneco.2021.105447
  • Baroudi, S., & Shaya, N. (2022). Exploring predictors of teachers’ self-efficacy for online teaching in the Arab world amid COVID-19. Education and Information Technologies, 27(6), 8093–8110. https://doi.org/10.1007/s10639-022-10946-4
  • Biwer, F., Wiradhany, W., Oude Egbrink, M., Hospers, H., Wasenitz, S., Jansen, W., & De Bruin, A. (2021). Changes and adaptations: How university students self-regulate their online learning during the COVID-19 pandemic. Frontiers in Psychology, 12, 642593. https://doi.org/10.3389/fpsyg.2021.642593
  • Cao, Y., Zhang, S., Chan, M. C. E., & Kang, Y. (2021). Post-pandemic reflections: Lessons from Chinese mathematics teachers about online mathematics instruction. Asia Pacific Education Review, 22(2), 157–168. https://doi.org/10.1007/s12564-021-09694-w
  • Chen, T., Peng, L., Yin, X., Rong, J., Yang, J., & Cong, G. (2020). Analysis of user satisfaction with online education platforms in China during the COVID-19 pandemic. Healthcare, 8(3), 200. https://doi.org/10.3390/healthcare8030200
  • Chin, K. Y., Wang, C. S., & Chen, Y. L. (2019). Effects of an augmented reality-based mobile system on students’ learning achievements and motivation for a liberal arts course. Interactive Learning Environments, 27(7), 927–941. https://doi.org/10.1080/10494820.2018.1504308
  • Dabbagh, N., Marra, R. M., & Howland, J. L. (2018). Meaningful online learning: Integrating strategies, activities, and learning technologies for effective designs. Routledge.
  • Dharmadjaja, P. N., & Tiatri, S. (2021). The effect of online interaction types and acceptance of technology factors on student satisfaction with online learning during the COVID-19 pandemic. In S. Tiatri & L. C. Seong (Eds.), International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021) (pp. 936–942). Atlantis Press. https://doi.org/10.2991/assehr.k.210805.148
  • Dindar, M., Suorsa, A., Hermes, J., Karppinen, P., & Näykki, P. (2021). Comparing technology acceptance of K‐12 teachers with and without prior experience of learning management systems: A Covid‐19 pandemic study. Journal of Computer Assisted Learning, 37(6), 1553–1565. https://doi.org/10.1080/03323315.2021.1916559
  • Fidan, M., & Debbag, M. (2023). Comparing the effectiveness of instructional video types: An in-depth analysis on pre-service teachers for online learning. International Journal of Human–Computer Interaction, 39(3), 575–586. https://doi.org/10.1080/10447318.2022.2041905
  • Fussell, S. G., & Truong, D. (2021). Accepting virtual reality for dynamic learning: An extension of the technology acceptance model. Interactive Learning Environments, 31(9), 5442–5459. https://doi.org/10.1080/10494820.2021.2009880
  • Gaspard-Richards, D. (2021). The impact of COVID-19 on education systems in the commonwealth. United Kingdom: The Commonwealth. https://reliefweb.int/sites/reliefweb.int/files/resources/The%20Impact%20of%20COVID-19_UPDF.pdf
  • Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20–30. https://doi.org/10.5204/jld.v9i3.293
  • GlobalData Thematic Research. (2021). China’s edtech companies face an uncertain financial future. Verdict. https://www.verdict.co.uk/chinas-edtech-companies-face-an-uncertain-financial-future/
  • Gong, Y., Fan, C. W., & Wang, C. (2021). Teacher agency in adapting to online teaching during covid-19: A case study on teachers of Chinese as an additional language in Macau. Journal of Technology and Chinese Language Teaching, 12(1), 82–101.
  • Granić, A., & Marangunić, N. (2019). Technology acceptance model in educational context: A systematic literature review. British Journal of Educational Technology, 50(5), 2572–2593. https://doi.org/10.1111/bjet.12864
  • Gunawardena, C. N. (2017). Social presence in online learning: Multiple perspectives on practice and research. Stylus Publishing, LLC.
  • Guo, C., & Wan, B. (2022). The digital divide in online learning in China during the COVID-19 pandemic. Technology in Society, 71(November), 102122. https://doi.org/10.1016/j.techsoc.2022.102122
  • Hart, C. M., Berger, D., Jacob, B., Loeb, S., & Hill, M. (2019). Online learning, offline outcomes: Online course taking and high school student performance. AERA Open, 5(1), 233285841983285. https://doi.org/10.1177/2332858419832852
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-betweenemergency-remote-teaching-and-online-learning#fn3
  • Hoi, S. C., Sahoo, D., Lu, J., & Zhao, P. (2021). Online learning: A comprehensive survey. Neurocomputing, 459(October), 249–289. https://doi.org/10.1016/j.neucom.2021.04.112
  • Kimathi, F. A., & Zhang, Y. (2019). Exploring the general extended technology acceptance model for e-learning approach on student’s usage intention on e-learning system in University of Dar es Salaam. Creative Education, 10(1), 208–223. https://doi.org/10.4236/ce.2019.101017
  • Kumar, J. A., Bervell, B., Annamalai, N., & Osman, S. (2020). Behavioral intention to use mobile learning: Evaluating the role of self-efficacy, subjective norm, and WhatsApp use habit. IEEE Access. 8, 208058–208074. https://doi.org/10.1109/ACCESS.2020.3037925
  • Lau, Y. (2021). Pivot or else: How China’s largest edtech company can survive the government’s latest crackdown. Fortune. https://fortune.com/2021/07/27/new-oriental-education-china-crackdown-tutoring-pivot/
  • Lemay, D. J., Bazelais, P., & Doleck, T. (2021). Transition to online learning during the COVID-19 pandemic. Computers in Human Behavior Reports, 4(August–December), 100130. https://doi.org/10.1016/j.chbr.2021.100130
  • Li, L. (2020). The COVID-19 pandemic has changed education forever. This is how. We Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
  • Li, N., Taconis, R., & den Brok, P. (2022a). Chinese teachers’ perceptions of an online teacher course and its results. Learning Environments Research, 25(1), 115–139. https://doi.org/10.1007/s10984-021-09353-2
  • Li, Q., Jiang, Q., Liang, J.-C., Pan, X., & Zhao, W. (2022b). The influence of teaching motivations on student engagement in an online learning environment in China. Australasian Journal of Educational Technology, 38(6), 1–20. https://doi.org/10.14742/ajet.7280
  • Liu, J., Wu, B., & Qu, J. (2022). Chinese adolescents’ struggle in online compulsory education during the COVID-19 pandemic: A Foucauldian perspective. Education and Information Technologies, 27(2), 1705–1723. https://doi.org/10.1007/s10639-021-10688-9
  • Liu, Z., Zhang, N., Peng, X., Liu, S., & Yang, Z. (2023). Students’ social-cognitive engagement in online discussions. Educational Technology & Society, 26(1), 1–15. https://doi.org/10.30191/ETS.202301_26(1).0001
  • Manfuso, L. G. (2020). From emergency remote teaching to rigorous online learning. Ed Tech. https://edtechmagazine.com/higher/article/2020/05/emergency-remote-teaching-rigorous-online-learning-perfcon
  • Ministry of Education of the People’s Republic of China. (2020). Let hundreds of millions of children share high-quality educational resources under the blue sky. Ministry of Education of the People’s Republic of China. https://www.moe.gov.cn/fbh/live/2020/52692/sfcl/202012/t20201201_502584.html
  • Office for Civil Rights. (2021). Education in a pandemic: The disparate impacts of COVID-19 on America’s students. Department of Education – Office for Civil Rights. https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf
  • Özüdoğru, G. (2021). Problems faced in distance education during Covid-19 pandemic. Participatory Educational Research, 8(4), 321–333. https://doi.org/10.17275/per.21.92.8.4
  • Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
  • Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 pandemic on higher education and research. Indian Journal of Human Development, 14(2), 340–343. https://doi.org/10.1177/0973703020946700
  • Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388
  • Sadiku, M. N., Adebo, P. O., & Musa, S. M. (2018). Online teaching and learning. International Journal of Advanced Research in Computer Science and Software Engineering, 8(2), 73–75. https://doi.org/10.23956/ijarcsse.v8i2.549
  • Safta-Zecheria, L., Ștefănigă, S.-A., Negru, I.-A., & Virag, F.-H. (2020). Challenges experienced by teachers regarding access to digital instruments, resources, and competences in adapting the educational process to physical distancing measures at the onset of the COVID-19 pandemic in Romania. Journal of Educational Sciences, 42(2), 69–86. https://doi.org/10.35923/JES.2020.2.05
  • Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328–360. https://doi.org/10.17583/qre.2020.5872
  • Schleicher, A. (2020). The impact of COVID-19 on education: Insights from “Education at a glance 2020”. OECD Publishing.
  • Shi, J., & Fan, L. (2021). Investigating teachers’ and students’ perceptions of online English learning in a maritime context in China. SAGE Open, 11(3), 215824402110408. https://doi.org/10.1177/21582440211040800
  • Tarkar, P. (2020). Impact of COVID-19 pandemic on education system. International Journal of Advanced Science and Technology, 29(9), 3812–3814.
  • Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to E-learning during the COVID-19 pandemic: How have higher education institutions responded to the challenge? Education and Information Technologies, 26(5), 6401–6419. https://doi.org/10.1007/s10639-021-10633-w
  • Ucok-Sayrak, O., & Brazelton, N. (2022). Regarding the question of presence in online education: A performative pedagogical perspective. Educational Philosophy and Theory, 54(2), 131–144. https://doi.org/10.1080/00131857.2021.1880389
  • UNESCO. (2022). The impact of the COVID-19 pandemic on education: International evidence from the Responses to Educational Disruption Survey (REDS). https://unesdoc.unesco.org/ark:/48223/pf0000380398
  • UNICEF. (2021). China case study. Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia. Bangkok: UNICEF ROSA, UNICEF EAPRO, UNESCO. https://www.unicef.org/eap/reports/china-case-study
  • Usher, M., & Barak, M. (2020). Team diversity as a predictor of innovation in team projects of face-to-face and online learners. Computers & Education, 144(January), 103702. https://doi.org/10.1016/j.compedu.2019.103702
  • Wang, C. (2020). Lessons from China about online schooling. Oliver Wyman. https://www.oliverwyman.com/our-expertise/insights/2020/apr/lessons-from-china-about-online-schooling.html
  • Wenjuan Platform. (2023). Official web site. https://www.wenjuan.com/
  • Wieland, N., & Kollias, L. (2020). Online learning before, during and after COVID-19: Observations over 20 years. International Journal of Advanced Corporate Learning (iJAC), 13(2), 84–92. https://doi.org/10.3991/ijac.v13i2.16779
  • Winter, E., Costello, A., O’Brien, M., & Hickey, G. (2021). Teachers’ use of technology and the impact of Covid-19. Irish Educational Studies, 40(2), 235–246. https://doi.org/10.1080/03323315.2021.1916559
  • Wu, R. (2022). China’s edtech players look to transform business models in 2022. The Pie News. https://thepienews.com/analysis/will-chinas-edtech-sector-bounce-back-in-2022/
  • Xiao, C., & Li, Y. (2020). Analysis on the influence of the epidemic on the education in China. In J. Lin (Ed.), 2020 International Conference on Big Data and Informatization Education (ICBDIE) (pp. 143–147). Zhangjiajie: IEEE. https://doi.org/10.1109/ICBDIE50010.2020.00040
  • Xu, S. (2021). How China’s Edtech market is booming in the 'Stay At Home’ era. The Org. https://theorg.com/iterate/how-chinas-edtech-market-is-booming-in-the-stay-at-home-era
  • Xue, E., Li, J., & Xu, L. (2022). Online education action for defeating COVID-19 in China: An analysis of the system, mechanism and mode. Educational Philosophy and Theory, 54(6), 799–811. https://doi.org/10.1080/00131857.2020.1821188
  • Zhu, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning attitudes and continuous intention to undertake online courses: A self-regulated learning perspective. Educational Technology Research and Development, 68(3), 1485–1519. https://doi.org/10.1007/s11423-020-09753-w

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.