The acceptance of distance education by Italian university teachers during the Covid-19 lockdown

Stefano Cacciamani, Donatella Cesareni, Sarah L. Buglass, Maria Beatrice Ligorio


This study explores within the Italian university context the differences
emerging in the acceptance of Distance Education (DE). 112
university teachers from various Italian universities participated in a
survey, which included an adapted version of the TAMPST (Technology
Acceptance Measure for Preservice Teachers). Results highlight
differences in the intention to maintain DE in the future with reference
to previous DE experiences, teaching flexibility, and specific
training received. This latter aspect was found to influence participant
perceptions of the DE facilitating conditions offered by their
institutions. Limitations and practical implications of the results are
discussed, together with directions for future research.

Parole chiave

Technology Acceptance, Distance Education, Digital technologies, Survey

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