Adopción del aprendizaje en línea en la educación superior de China: la perspectiva de los docentes
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https://doi.org/10.5944/ried.28.2.43514Palabras clave:
aprendizaje en línea, instituciones de educación superior, UTAUT, TAM, ChinaResumen
El sistema de educación superior ha experimentado profundos cambios a nivel global en la era post-COVID-19. Los avances en ciencia y tecnología, especialmente en las TIC, han ejercido una influencia considerable en este ámbito. La tecnología educativa ha cobrado relevancia, y la investigación sobre el aprendizaje en línea es esencial para explorar esta nueva frontera. Este estudio analiza los factores que influyen en la adopción del aprendizaje en línea en la educación superior de China. Se utilizó una encuesta estructurada para recopilar datos de 280 docentes de diversas instituciones públicas, con el fin de evaluar el impacto de estos factores en la integración de tecnologías de aprendizaje en línea. Se consideraron los docentes de instituciones públicas, ya que presentan mayores niveles de angustia financiera, ansiedad y depresión en comparación con los de instituciones privadas, lo que limita el acceso a recursos en línea, genera problemas de compatibilidad y afecta la autoeficacia. Los hallazgos revelaron que la falta de infraestructura TIC y apoyo técnico, junto con una formación limitada en aprendizaje en línea, representan barreras clave para su implementación. Además, la influencia social, la utilidad percibida y la facilidad de uso desempeñan un papel crucial en la intención de adopción. Este estudio ofrece información valiosa para los responsables de políticas y administradores educativos que buscan fortalecer los entornos de aprendizaje en línea y superar los desafíos del sector de educación superior en China.
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