Teacher Online Learning Management Effectiveness In Higher Education in Guangzhou, China.

10.2478/bjlp-2023-0000023

Abstract

Higher education institutions today have made efforts and inroads in integrating effective online learning mechanisms into their respective institutions. These include developing a teaching quality assurance mechanism and building a high-level teaching team for online education. Also not forgetting developing new and efficient teaching management and service delivery systems. This study will zoom into Guangzhou, China to investigate whether perceived ease of use and perceived usefulness have a significant impact on the effectiveness of online learning management for teachers. The study focused on higher education in Guangzhou, China. Using the quantitative approach, surveys were distributed to 400 respondents via the WeChat online platform using a non-probability sampling technique. Findings reveal that perceived usefulness has a substantial impact on teacher online learning management efficacy. However, perceived ease of use is not statistically significant and has no influence on teacher online learning management efficacy in Guangzhou higher education. Consequently, it is vital to strengthen and develop instructors' perceived usefulness, as it has a substantial impact on their online learning management efficacy.