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   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/84096">
      <dc:title>The relationships among TPACK, the TAM and online education satisfaction: structural equation modelling</dc:title>
      <dc:creator>Çeşme, Hatice</dc:creator>
      <dc:creator>Akdağ Çimen, Birgül</dc:creator>
      <dc:subject>TAM</dc:subject>
      <dc:subject>TPACK</dc:subject>
      <dc:subject>Online education satisfaction</dc:subject>
      <dc:subject>Teaching online</dc:subject>
      <dc:subject>COVID-19</dc:subject>
      <dc:description>Online education faculty satisfaction plays an important role in online education achievement.&#xd;
However, research investigating faculty satisfaction in online educational setting is rather scarce. This&#xd;
study aims to provide deeper insight into the issue by examining structural relationships among&#xd;
Technological Pedagogical Content Knowledge (TPACK) and faculty satisfaction within the&#xd;
framework of the Technology Acceptance Model (TAM). The study is quantitative in nature, and the&#xd;
data were collected from 170 faculty members during the emergent online education on lockdown&#xd;
due to COVID-19 pandemic. The analysis revealed that TPACK variable explains 23% of the TAM (β&#xd;
=.48, p&lt;.01) and the TAM variable explains 50% of the satisfaction (β =.71, p&lt;.01), which means when&#xd;
teachers with high levels of TPACK have higher levels of TAM, the result could be significantly&#xd;
increased online education satisfaction. The researchers suggest some implications to improve&#xd;
learning and teaching with technology and to increase the faculty satisfaction in the context online&#xd;
language education.</dc:description>
      <dc:date>2023-07-28T09:37:51Z</dc:date>
      <dc:date>2023-07-28T09:37:51Z</dc:date>
      <dc:date>2023-07-21</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>Hatice Çeşme, BirgülAkdağ Çimen (2023). The Relationships among TPACK, the TAM and Online Education Satisfaction: Structural Equation Modelling .Journal for Educators, Teachers and Trainers,Vol. 14(5). 281-289</dc:identifier>
      <dc:identifier>https://hdl.handle.net/10481/84096</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by-nc-nd/4.0/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Attribution-NonCommercial-NoDerivatives 4.0 Internacional</dc:rights>
      <dc:publisher>Universidad de Granada</dc:publisher>
   </ow:Publication>
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