The outbreak of the coronavirus disease 2019 (COVID-19) promoted online teaching on an unprecedented scale, raising researchers' attention to the importance of faculty's acceptance of this urgent teaching shift. This study aimed to explore the influence of organizational factors on faculty's acceptance of online teaching in terms of behavioral intention and perceived usefulness. A multilevel structural equation model was employed to analyze data on 209,058 faculty in 858 higher education institutions based on a nationwide survey conducted in mainland China. The results showed that three key organizational factors, namely strategic planning, leadership, and teaching quality monitoring, impacted faculty's acceptance of online teaching, although in different ways. Strategic planning had a direct impact on perceived usefulness, while leadership had a direct impact on behavioral intentions, and teaching quality monitoring had a direct impact on both perceived usefulness and behavioral intentions. In addition, an indirect effect was found between strategic planning and faculty's behavioral intentions through the mediation of the perceived usefulness of online teaching. The findings of this study have practical implications for college administrators and policymakers, which should effectively implement and promote online teaching and learning, and consider key organizational factors to increase faculty acceptance.
The main purpose of this paper is to add empirical data to the nascent field of metaverse learning and teaching by examining factors affecting student participation and their perceived experiences of different metaverse platforms. For data collection, 57 Korean undergraduates participated in a self-administered questionnaire and a short reflective essay regarding their experiences on three metaverse platforms (ifland, Gather Town, & Frame VR). For data analysis, exploratory factor analysis was first executed to derive the underlying factors that can explain student participation in metaverse platforms. The social and interactive learning as well as individualized and behavioral learning were identified as two main contributing factors. While the three platforms had no statistical difference in terms of social presence, students' sentimentally perceived differences among them. The sentiment analysis shows that 60.00% of ifland users were positive, followed by 53.66% of Frame VR users and 51.22% of Gather Town users. Furthermore, the additional keyword analysis shows why students expressed the perceived experiences of each platform in a different way. Given that the success of metaverse instruction can be dependent upon whether students regard it as beneficial, such measurements of student perception on the effectiveness of learning on metaverse platforms can offer meaningful recommendations for tech-savvy educators.
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