Exploring K-12 Physical Education Teachers’ Acceptance and Use of Online Learning: A Theoretical Approach

Citation

Killian, C. M., Goad, T., Daum, D. N., & Gentry, C. (2025). Exploring K-12 Physical Education Teachers’ Acceptance and Use of Online Learning: A Theoretical Approach. American Journal of Distance Education, 1–19. https://doi.org/10.1080/08923647.2025.2482290

Abstract

Teaching physical education online is a radically different enterprise than standard face-to-face instruction. Despite a general resistance from the field toward online learning, rapid integration of digital instruction within K-12 education will likely require teachers across all subject areas to develop knowledge skills related to effective online teaching. Understanding PE teachers’ perceptions and the factors influencing their adoption of online teaching modalities is crucial for evolving teacher preparation programs and supporting professionals in integrating online learning effectively. Therefore, this study explored K-12 PE teachers’ acceptance and use of online learning using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. A total of 137 PE teachers from California participated in this study. Data were collected through a survey adapted from the UTAUT. The survey also included open-ended questions for qualitative insights. Data analysis involved multiple linear regression and ANOVA to identify significant predictors of PE teachers’ behavioral intention to use online learning. Key findings indicated Performance Expectancy, Effort Expectancy, and Attitude Towards Technology significantly influenced PE teachers’ acceptance and use of online learning and teaching experience was a significant moderating factor. Qualitative responses highlighted challenges such as navigating school policies, lack of support, and student engagement issues. Applying the UTAUT offered theory-informed insights into factors that facilitated or hindered PE teachers’ adoption of online learning in PE. Findings underscore the need for targeted professional development, robust support systems, and clear guidelines to enhance PE teachers’ online teaching effectiveness.

Authors

  • Daum, David N
  • Gentry, Christopher
  • Goad, Tyler
  • Killian, Chad M

Reference Type

Journal

Keywords

  • K-12 Physical Education
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