Using Digital Technologies for Testing Online Teaching Skills and Competencies during the COVID-19 Pandemic

Abstract

This study examines the online teaching abilities and competencies needed to teach online courses in Saudi Arabia’s higher education system. As a result, the goal of this study was to examine and expand the technology acceptance model (TAM) to assess online teaching abilities and competences utilizing digital technologies in higher education during the COVID-19 epidemic. Therefore, it aimed to develop a new model to measure and explore critical factors that influence online teaching skills, competencies, and actual use of digital tools in higher education. The participants in the study were 350 lecturers at King Faisal University. The research data were analyzed using structural equation modeling (AMOS-SEM). The findings revealed that: (a) perceived ease of use and perceived usefulness on using digital tools during the COVID-19 pandemic has a direct positive impact on perceived teaching self-efficacy, perceived enjoyment, online teaching skills, and digital tools access; (b) perceived ease of use and perceived usefulness of using digital tools have a direct positive impact on lecturers’ attitude toward use and lecturers’ behavioral intention to use digital tools during the COVID-19 pandemic; and (c) perceived ease of use. As a consequence of the findings, a validated instrument was designed to assess and investigate crucial elements that impact lecturers’ real usage of digital technologies for teaching and learning in Saudi Arabia’s higher education.

An empirical investigation of college students’ acceptance of translation technologies

“…When users believe that the utilization of a specific information system could bolster their professional or academic performance [46], they would develop a positive attitude towards using that technology [31]. This relationship was also verified in the context of digital technologies in tertiary education [55]. For instance, the attitude towards the application of ICT-integrated mathematics instruction was positively impacted by the perceived usefulness [58].…”

“…Similarly, a study on Chinese college students found a positive relationship between perceived ease of use and attitudes towards online learning [ 54 ]. Further evidence found that perceived ease of use of digital tools positively impacted attitudes towards their use in higher education [ 55 ]. Nevertheless, it is noteworthy that some studies have found no significant effect of perceived ease of use on attitudes [ 56 , 57 ].…”

The Study on the Acceptance and Learning Effectiveness of Using E-Learning for Students in Fine Art and Design Colleges

“…Persons' knowledge background and living experience on computers or online systems. [26,39,40,41,42,43,44,45,46]…”

Unlocking insights: A comprehensive dataset analysis on the acceptance of computational thinking skills among undergraduate university students through the lens of extended technology acceptance model, HTMT, covariance-based SEM, and SmartPLS

“…The Technology Acceptance Model is used not only to understand the acceptance of various technologies, but it is also being applied to study critical skills in an educational setting. Such skills may include online teaching [2] , creativity [3] , and study skills [4] , and the model seems to be well-suited for comprehending computational thinking skills as well. The analytical approach employs a covariance-based structural equation model, encompassing three key phases: Confirmatory Factor Analysis, the construction of a measurement model, and the synthesis of a structural model.…”