Teachers’ acceptance and use of digital learning environments after hours: Implications for work-life balance and the role of integration preference

作者：

Highlights：

• Teachers use digital learning environments after hours in response to social influence from peers.

• The use of digital learning environment after hours has an adverse impact on the work-life balance of teachers.

• This adverse impact occurs independent of teacher's individual preference for integration work and life domains.

• Results endorse school policies that cement the use of digital learning environments in the private domain.

摘要

•Teachers use digital learning environments after hours in response to social influence from peers.•The use of digital learning environment after hours has an adverse impact on the work-life balance of teachers.•This adverse impact occurs independent of teacher's individual preference for integration work and life domains.•Results endorse school policies that cement the use of digital learning environments in the private domain.

论文关键词：Technology acceptance,Boundary theory,Integration preference,Work-related ICT use After hours,Work-life balance,Teachers

论文评审过程：Received 22 January 2020, Revised 25 June 2020, Accepted 3 July 2020, Available online 10 July 2020, Version of Record 14 July 2020.

论文官网地址：https://doi.org/10.1016/j.chb.2020.106479