Abstract
AbstractThis study examines the interrelationships of Chinese university teachers' online teaching experiences, online teaching engagement, and online teaching outcomes in the context of the COVID‐19 pandemic. We conducted a survey of 7978 teachers from 235 universities in China from April 2020 to 2021 and explored the relationships among online teaching experiences, teaching engagement, and teaching outcomes in the context of college teachers. The key findings include: (1) Chinese college teachers' online teaching experiences positively predict online teaching engagement, (2) Chinese college teachers' online teaching engagement positively predicts online teaching outcomes, (3) Chinese college teachers' online teaching experiences positively predict online teaching outcomes, and (4) teachers' online teaching engagement partially mediates the relationship between online teaching experiences and online teaching outcomes.
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