TESOL Teachers' Attitudes toward Learning Management Systems in Online Teaching in Alabama and Mississippi

Autor/inn/en	Benbaba, Asmaa; Lindner, James
Titel	TESOL Teachers' Attitudes toward Learning Management Systems in Online Teaching in Alabama and Mississippi
Quelle	In: Quarterly Review of Distance Education, 22 (2021) 1, S.17-27 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	English (Second Language); Second Language Instruction; Language Teachers; Teacher Attitudes; Integrated Learning Systems; Online Courses; Educational Technology; Technology Uses in Education; Higher Education; College Faculty; Technology Integration; Teaching Methods; Program Effectiveness; Alabama; Mississippi + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	As online education continues to evolve and create new opportunities for educators to deliver quality instruction, universities are challenged with the range of learning management systems (LMSs) that can serve the educational needs of both universities and teachers. This quantitative study examined teaching English to speakers of other languages (TESOL) or English as a second language (ESL) teachers' perceptions about LMSs in online teaching. The study used survey design and Rogers' (2003) theory of diffusion of innovation to measure the perceptions of teachers following relative advantage, compatibility, trialability, observability, and complexity. The findings explained the factors influencing the adoption process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01