ArticleFrontiers in psychology2021
Teacher Online Informal Learning as a Means to Innovative Teaching During Home Quarantine in the COVID-19 Pandemic.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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9 citing papers in PubMed, 78 citations in OpenAlex.
- Research on the construction of an evaluation index system of teachers' online learning power based on online professional learning communities.Frontiers in psychology · 2025Article
- Understanding Chinese teachers' informal online learning continuance in a mobile learning community: an intrinsic-extrinsic motivation perspective.Journal of computing in higher education · 2023Article
- The impact of the first wave of COVID-19 on students' attainment, analysed by IRT modelling method.Humanities & social sciences communications · 2023Article
- Longitudinal study of teacher acceptance of mobile virtual labs.Education and information technologies · 2022Article
- Use of a Deep Learning Approach for the Sensitive Prediction of Hepatitis B Surface Antigen Levels in Inactive Carrier Patients.Journal of clinical medicine · 2022Article
- Online informal learning community for interpreter training amid COVID-19: A pilot evaluation.PloS one · 2022Article
- Why teaching innovation matters: Evidence from a pre- versus peri-COVID-19 pandemic comparison of student evaluation data.Frontiers in psychology · 2022Article
- Application of Artificial Intelligence in COVID-19 Diagnosis and Therapeutics.Journal of personalized medicine · 2021Review
- Learning With a Double-Edged Sword? Beneficial and Detrimental Effects of Learning Tests-Taking a First Look at Linkages Among Tests, Later Learning Outcomes, Stress Perceptions, and Intelligence.Frontiers in psychology · 2021Article
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Authors and funding
4 authors at 1 institution in 1 country.
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No grant is acknowledged in the PubMed record.
Abstract
The home quarantine in the COVID-19 pandemic has created challenges for teaching across the world and called for innovative teaching, as well as teachers' learning. Given the rapid development of teachers' online learning and teaching, identifying effective ways to facilitate innovative teaching under such challenging conditions is a critical issue. Although researchers have realized that workplace informal learning (IL) increasingly reveals its potential value to individual development, the relationship between IL and innovation has been under-explored. The purpose of this study was to evaluate the impact of IL on innovative teaching, through the mediating roles of three types of teaching-related efficacy, with a particular focus on college teachers and online context. A sample of 479 Chinese college teachers was randomly selected to participate in the survey. The results showed that teachers' online IL in pandemic improved their personal teaching efficacy and ICT efficacy (information and communication technology efficacy), and then facilitated their innovative teaching without differences of gender and teaching-age effect. Whereas, general teaching efficacy was not a mediator between online IL and innovative teaching. Hence, we proposed a can-do motivating model of teacher efficacy in fostering innovative teaching through informal learning. It implies three properties of teachers' online IL: social interaction, autonomous learning and novelty-seeking. It also revealed that innovative teaching can be driven in COVID-19 pandemic, mainly by learning domain-specific knowledge and skills, thus enhancing personal teaching efficacy and ICT efficacy in online teaching context.
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