| At the beginning of 2020,in response to the negative impact of the novel coronavirus pneumonia on the normal opening of colleges and universities and the quality of teaching,colleges and universities across the country have introduced measures to support online teaching,and implemented the “stop classes without suspension” and “guarantee online learning and education” proposed by the Ministry of Education.The goal of "the quality of offline classroom teaching is substantially equivalent" encourages teachers to carry out online teaching in various forms.However,some college teachers have insufficient willingness to teach online,and they appear to be lax and coping at will.It is difficult to achieve the policy goal of "substantial equivalence" for online education during the epidemic.Therefore,it is particularly important to explore the impact of university initiatives on teachers' willingness to teach online and how to design a system to enhance teachers' willingness to teach online.This research is based on combing the existing research on informatization teaching and online teaching platform.First,based on the perspective of sociological institutionalism and technology acceptance model,construct the theoretical framework of the influence factors of college teachers' online teaching willingness and put forward research hypotheses.Secondly,it summarizes the specific measures taken by universities in Guangdong Province to implement online teaching during the epidemic,extracts specific indicators for the three elements of regulation,standardization,and culture-cognition,and designs and distributes questionnaires.Thirdly,use the OLS regression model to test the influence of different dimensions of institutional factors on teachers' online teaching willingness on the questionnaire data,and use the Bootstrap intermediary test method to test the mediating effect of perceived ease of use and perceived usefulness.Finally,it puts forward suggestions to promote the improvement of college teachers' willingness to teach online,with a view to improving the quality of online teaching in colleges and universities in Guangdong Province and promoting the development of online education.The main conclusions of this paper are: First: The overall situation of college teachers' willingness to teach online in Guangdong Province is relatively low,and there are differences in the willingness of college teachers from different groups to teach online.Second,the institutional factors during the epidemic have a significant effect on improving teachers' willingness to teach online.On the one hand,there are differences in the role of institutional factors of different dimensions in improving teachers' willingness to online teachers.Among them,normative factors play the most obvious role,followed by cultural-cognitive factors and regulatory factors.In addition,different types of regulatory elements have different roles.Providing teachers with training can promote teachers' willingness to teach online,while assessment and online classroom management have no significant impact.On the other hand,the role of institutional factors in enhancing teachers' online willingness is more reflected in the short-term,weakening the increase in continuous willingness.Third,during the epidemic,the measures taken by universities in Guangdong Province have improved teachers' perceived ease of use and perceived usefulness of online teaching,thereby increasing their willingness to teach online.Based on this,this research proposes countermeasures: college education management gives full play to the role of institutional factors in colleges and universities,takes system as a guarantee,campus culture as support,and teacher perception as the center,enhances college teachers' online teaching willingness,and guides college teachers to adapt.The development trend of online and offline integration in higher education teaching in the future. |
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