The Selectivity and Suitability of Online Learning Resources as Predictor of the Effects of Self-Efficacy on Teacher Satisfaction During the COVID-19 Lockdown.

Online learning resources (OLR) play an important role in teaching and learning in the process of online learning. Teachers will be satisfied with selectable and suitable online learning resources, which can promote their self-efficacy to facilitate online teaching and learning. This study proposed a model to examine the effects of the selectivity of online learning resources (SE-OLR) and the suitability of online learning resources (SU-OLR) on teachers' online teaching satisfaction, and the mediating role of technology self-efficacy (TECHN-SE) and online teaching self-efficacy (OT-SE) between them. The results indicated that SE-OLR and SU-OLR positively affected teachers' online teaching satisfaction; TECHN-SE and OT-SE positively influenced teachers' online teaching satisfaction, while TECHN-SE and OT-SE played mediating roles between SE-OLR and SU-OLR and teachers' online teaching satisfaction. The findings have implications for the design and development of online learning resources to improve teachers' satisfaction and facilitate students' learning effectiveness and teachers' online teaching.

The difference of primary school teachers' online teaching satisfaction in subject and educational level.

The growth of online education requires high-quality online teaching. Teachers' satisfaction with online teaching is of great significance for improving online teaching effectiveness. This study was to explore the primary school teachers' online teaching satisfaction during the spread of COVID-19 from Shanghai, who have experienced online teaching, and explore whether there were differences of teachers' online teaching satisfaction in subject and educational level. 939 teachers from Shanghai participated in the study. The non-parametric Mann-Whitney U test and Kruskal-Wallis test of variance were performed. Results showed that teachers' online teaching satisfaction was at a high level. Moreover, there was a significant difference in teachers' subject and educational level on online teaching satisfaction. In terms of subject differences of teachers, there were significant differences in resource suitability (RS) among teachers of different subjects. Therefore, it is recommended that each subject should develop the online teaching resources to support teachers' online teaching. In terms of the differences in teachers' educational levels, there were no significant differences between the satisfaction of college-level teachers on non-technical variables such as content selectivity (CS) and teachers with undergraduate and graduate degrees, and only on technical variables such as self-efficacy (SE), resource suitability (RS), ease of use (EU), and intention to use (IU). Given the national context in China, the difference in educational levels may be more reflected in the age of the teachers. For teachers with college educational level, due to their older age, rather than simply enhancing motivation and improving learning ability to increase online teaching satisfaction, emphasis should be placed on providing appropriate teaching service support to help improve online teaching effectiveness. The findings provide new empirical evidence, strategies and Chinese experience for promoting teachers' online teaching satisfaction.

Effects of E-Learning Environment Use on Visual Function of Elementary and Middle School Students: A Two-Year Assessment-Experience from China.

This two-year follow-up assessment was performed on 721 elementary (Grades 2-4) and middle (Grade 1) school students who used, and 62 Grade 4 (Control) students who did not use, E-learning environments from schools in Beijing and Shandong Province, China. Statistical analysis included repeated-measures single-factor and two-factor analyses of variance, and analysis of covariance (ANCOVA). In three assessments over two years, the students' visual acuity, visual field, depth perception, and horary visual acuity were monitored, along with the related differences and developmental changes and the effect of the E-learning environment on these indexes: (1) For the first time, the average values of four indexes of visual function of the students exposure to the E-learning environment were obtained, among which the ratio of poor visual acuity was still high; (2) visual acuity and depth perception in middle school students was poorer than that of elementary school students, but their visual field and horary visual acuity was higher; (3) for the two years, the four indexes of the visual function of students in different grades showed different change trends; and (4) the comparison for G4 and control demonstrated that the frequency of E-learning environment use (6.75 h/week for G4) had no significant effect on the visual acuity and depth perception of the Grades 4 and 5 students in elementary school but had a significant effect on their visual field and horary visual acuity. However, in all of the included students, the E-learning environment use time significantly affected the left and right eye visual acuity in the students, except in G4.