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How College Teachers Use Social Media in Teaching during Emergencies: An Empirical Analysis Based on Structural Equation Modeling

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DOI: 10.23977/curtm.2022.050806 | Downloads: 6 | Views: 99


Zhuo Wang 1, Haibao Zhan 2


1 School of Education Science, Shaanxi Xueqian Normal University, Xi'an, Shaanxi, China
2 School of Journalism and Communication, Northwest University of Political Science and Law, Xi'an, Shaanxi, China

Corresponding Author

Haibao Zhan


College teachers constitute the leading force in the development of college teaching activities, whose attitude towards social media in teaching activities directly affects the maximum effectiveness of social media in college teaching. Based on the planned behavior theory, this paper conducts an empirical investigation and analysis on the factors influencing college teachers’ adoption of social media in teaching. The study found that college teachers’ behavioral intention to adopt social media in teaching is a result of such factors as perceived usefulness, perceived ease of use, expected benefits, community opinions and self-efficacy. Finally, according to the research conclusions, it is proposed that online teaching assessment based on social interaction should be reinforced during emergencies, and the teaching innovation achievements based on information technology should be appropriately commended, which provides some reference for guaranteeing teaching quality during emergencies.


College Teachers, Teaching, Planned Behavior Theory, Social Media, Influencing Factors


Zhuo Wang, Haibao Zhan, How College Teachers Use Social Media in Teaching during Emergencies: An Empirical Analysis Based on Structural Equation Modeling. Curriculum and Teaching Methodology (2022) Vol. 5: 31-37. DOI:


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