Preparing instructors to transition to online distance learning: a pandemic panacea?

Abstract

This research explores the interconnectedness between readiness, the adoption of online teaching, attitude, and behavioral intention concerning Online Distance Learning (ODL) within the realm of hospitality and tourism instruction. The study framework intergrates the Unified Theory of Acceptance and Use of Technology (UTAUT) model and Technology Readiness (TR) dimension. The data, collected through purposive sampling and online surveys from 248 instructors, was analyzed using Partial-least Square-Structural Equation Modeling (PLS-SEM) to assess the study's model and hypotheses. The outcomes reveal that factors such as effort expectancy (EE), performance expectancy (PE), and social influence (SI) directly impact instructors' attitudes towards ODL. Additionally, the study establishes that technical, pedagogical, and lifestyle readiness are robust indicators for enhancing instructors' behavioral intention towards ODL. Intriguingly, the sole distinction between the theoretical and practical class arises in the interaction between instructors' technical and lifestyle readiness regarding behavioral intention. The pragmatic implications of this study underscore the significance of instructors' attitude and technology readiness in driving the adoption of ODL within the hospitality and tourism instruction domain. Furthermore, the study's findings offer valuable insights to policymakers, aiding them in developing effective methodologies for practical class teaching within the ODL framework and aligned with the dynamic environment of online learning.

Keywords

• online teaching
• online distance learning
• COVID-19
• instructor readiness