Acceptance of online teaching through the technology acceptance model: Empirical analysis from higher education in the post-COVID era in China

Abstract

This study aims to investigate the influence of the use of online teaching techniques on teaching performance and the willingness to use online teaching mode in the post-COVID-19 era. Based on the technology acceptance model, we collect primary data from higher education in China using questionnaires and construct relevant variables to conduct empirical analysis. Our results suggest that there is a positive and significant relationship between the use of online teaching techniques and the willingness to use online teaching mode. However, we find an insignificant effect of the use of online teaching techniques on teaching performance. Our findings provide a reasonable guideline for policymakers seeking factors to improve online education.