Parental Acceptance of Online Learning During Covid-19 Pandemic: A Study Based on Integrated Model of Technology Acceptance and Expected Confirmation

By the natural parents are the essentials of educating young generations. In China during Covid-19, especially the lock-down period, parents companied children at home and observed their learning behavior. Parental acceptance of online teaming can offer a valuable referencefor thefurther adaptation of online k-12 education. This study used an integrated model of technology acceptance and expected confirmation, demonstrating Parental acceptance by three variables: acceptance, satisfaction, and continuance intention. Moreover, an influential factor model of Parental acceptance was built, which including teacher support, perceive autonomy and interactivity, technology preference and experience. Measurement and structural data models are verified by using partial least squares regression (PLS), which supports all the hypotheses empirically.

Analysis of the college students' online learning status and implementation strategies during the epidemic

order to promote high-quality online teaching and learning of Chinese colleges and universities during the COVID-19 pandemic. This study conducted an online questionnaire survey on college students in different universities in China, and analyzed the data collected from 155 valid questionnaires to gain an in-depth understanding of the status and the specific needs of online learning during the epidemic. According to the survey results, an online learning model during the epidemic was constructed based OR mixed teaching theory and generative teaching theory, and the model for the proposed upgrade teaching and learning quality of implementation strategies.