Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching technologies

Abstract

The ongoing COVID-19 pandemic has led to several changes in academic teaching practices. Although educational digital technologies have been crucial during the initial phases of the pandemic, their forced adoption has led to negative consequences.In the present study, we aimed to integrate the Technology Acceptance Model theoretical framework (Davis, 1989) by exploring the effects of some possible factors that influence the willingness to adopt digital learning tools in the future when the pandemic is over. Among them, technostress was considered one of the external factors that could have adversely affected digital teaching technology adoption in the future. In contrast, the perception of technical support offered by the university was considered a potential protective factor.A total of 463 Italian university faculty completed an online questionnaire at the end of the first semester (a.y. 2020–21). The frequency of distance teaching technologies usage behavior was measured objectively by extracting teachers' activities from the University's e-learning databases. Key findings indicated that distance teaching technologies' frequency of use increased technostress, which in turn negatively impacted the perception of ease of use. The latter influences - both directly and indirectly through perceived usefulness - the intentions to adopt distance learning tools after the pandemic. Organizational support negatively predicted technostress. Implications to help public institutions develop functional strategies to cope with the technological changes brought by the pandemic are discussed.

Keywords

• Technostress
• Intentions
• Technology acceptance model
• Organizational support
• COVID-19
• Remote technology