RESUMO
The unexpected outbreak of COVID-19 pandemic forced most teachers across the globe to switch their teaching from traditional face-to-face to online without having received adequate preparation and knowledge related to online teaching. To better comprehend teachers' willingness to conduct emergency remote teaching during the worldwide crisis, the current study was designed to examine teachers' intentions and, in particular, the factors affecting their behavioral intentions to teach online, by contextualizing the research in the English language teaching settings in China. The research model was developed based on an extended technology acceptance model (TAM) by adding subjective norm, self-efficacy, technological complexity, and facilitating conditions into the original TAM. The data were obtained from a total of 287 respondents including 228 (79.4%) female teachers and 59 (20.6%) male teachers via online questionnaires. The questionnaire was developed by adapting previously validated instruments and then refined by two educational technology experts in order to better suit the current study. The empirical findings, using structural equation modeling (SEM), showed that the extended TAM was valid in predicting English language teachers' intentions to teach online during the pandemic normalization. At the same time, the findings suggested that teachers' intentions were influenced significantly by attitude, facilitating conditions, and self-efficacy; language teachers' attitude toward online teaching was significantly affected by both its perceived usefulness and perceived ease of use; perceived usefulness had a significant association with perceived ease of use and subjective norms; and perceived ease of use was significantly impacted by self-efficacy and facilitating conditions. Perceived usefulness was not suggested as a significant determinant of English language teachers' intentions to adopt online teaching. Despite some limitations, the study has several implications from the perspective of theory and practice. The more factors with a higher influence should be determined from different perspectives in future research.
RESUMO
Research on online faculty professional development (OFPD) in higher education has increased in recent years. As there is, nevertheless, a scarcity of quantitative investigations on research publications in this area, a bibliometric analysis of 248 publications collected from the Scopus database was conducted. Biblioshiny and VOSviewer software tools were used for descriptive and network analyses. The research results showed that the overall trend of publication in this domain increased steadily at an annual growth rate of 14.11% during the past 25 years. Journal of Asynchronous Learning Network and Computers and Education ranked the highest among journals with regard to publication number and citation number, respectively. With a total of 298 citations to his paper, Peter Shea was ranked the most impactful author while Maria Northcote, with five publications, was the most productive. In terms of geographical location of research activity, America played the leading role, with Asia emerging in this field. The publication entitled "A Research Agenda for Online Teacher Professional Development" by Dede et al. topped the list for both total citations and average yearly citations. As to recent trends, teacher professional development through online teaching was emergent partly due to the outbreak of Covid-19. Pedagogy training, online community building, and facilitating online teachers were the themes that researchers favored. The study will contribute toward better understanding of the existing literary landscape of research on OFPD given the potential of OFPD in enhancing faculty's effectiveness in their classrooms and over the course of their teaching careers.
