A Moderated Mediation Model of the Relationship Between Primary and Secondary School Teachers’ Digital Competence and Online Teaching Behavior
Bibliographic Data
| ID | 22166390 |
|---|---|
| Authors | Wei Li (0000-0002-3581-849X, Minzu University of China), Wenyang Gao (0000-0003-4693-8080, University of Science and Technology of China), Weidong Fu (Central China Normal University, corresponding author), Yiyan Chen (0000-0001-9980-3564, Central China Normal University) |
| Year | 2021 |
| Volume | 6 |
| Publication date | 2021-09-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2021.744950 |
| OpenAlex | W3198371677 |
| Language | EN |
| Citations received | 4 |
| References cited | 59 |
A growing body of work has been devoted to studying teachers’ digital competence, but not much is known about how teachers’ digital competence affects online teaching behavior. Guided by the technological pedagogical content knowledge (TPACK) framework, this study investigated how teachers’ digital competence affects online teaching behavior based on Chinese primary and secondary teachers. A total of 1833 teachers completed self-report scales measuring digital competence, online teaching behavior, use intention of online teaching, and students’ online learning difficulties using the online platform Questionnaire Star. The results indicated that the level of online teaching intentions mediated the relationship between teachers’ digital competence and online teaching behavior. Students’ learning difficulties in online learning moderated the relationship between teachers’ digital competence and the intention to use online teaching, such that the relationship became stronger as students’ online learning difficulties decreased. Similarly, the indirect relationship between teachers’ digital competence and online teaching behavior was stronger at decreased levels of students’ online learning difficulties. The findings contribute to a better understanding of the impact of teachers’ digital competence on online teaching behavior
Computer-assisted web interviewing · Mathematics education · Multimedia · Online learning · Online Teaching · Computer Science · Digital literacy in education · Gender and Technology in Education · Psychology · Social Psychology · Technology-Enhanced Education Studies
Exploring the intersections between digital competence with job motivation and job efficacy in EFL teachers
Differences in instructional quality during the Covid-19 pandemic between Oman and Germany and the role of teacher competences
Digital competence of K-12 pre-service and in-service teachers in China
Factor structure and psychometric properties of the digital competence of educators among Chinese primary and secondary school teachers
Hayes, Andrew F. (2013). Introduction to Mediation, Moderation, and Conditional Process Analysis
Student engagement, context, and adjustment
Task-Technology Fit and Individual Performance
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK
Suspending Classes Without Stopping Learning
Teacher educators as gatekeepers
Understanding Information Technology Usage
Why do people use information technology? A critical review of the technology acceptance model
A review of research exploring teacher preparation for the digital age
Common method biases in behavioral research
In Search of Golden Rules
Technological Pedagogical Content Knowledge
User Acceptance of Computer Technology
Technological Pedagogical content knowledge (TPACK) in action
Advancing automatic guidance in virtual science inquiry
Prioritizing teacher emotions
Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology
Eliciting Engagement in the High School Classroom
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |