Results show that teachers’ continuance intention towards using online teaching in Higher Educational Institutions is most significantly influenced by teachers’ satisfaction than perceived usefulness, perceived ease of use, and attitude.
Authors
Pankaj Kumar, Department of Management Studies, Deenbandhu Chhotu Ram University of Science and Technology, Murthal, India.
Parveen Kumar, Department of Management Studies, Deenbandhu Chhotu Ram University of Science and Technology, Murthal, India.
Ramesh Kumar Garg, Department of Mechanical Engineering, Deenbandhu Chhotu Ram University of Science and Technology, Murthal, India.
Manoj Panwar, Department of Architecture, Deenbandhu Chhotu Ram University of Science and Technology, Murthal, India.
Vaibhav Aggarwal, Jindal Global Business School, O.P. Jindal Global University, Sonipat, India.
Summary
The present study examines the foremost determinants of teachers’ perception, i.e. teachers’ satisfaction, attitude and continuance intention towards adopting e-learning in Higher Educational Institutions (HEIs) in India during the COVID-19 pandemic.
Methodology
Data were collected through online Google forms from 1,111 (1,060 considered useable) teachers of different HEIs in India using the purposive sampling technique and was analyzed by PLS-SEM (performing partial least squares-structural equation modeling).
Findings
Results of this study show that perceived usefulness (PU) followed by institutional support, perceived ease of use (PEOU), and teacher-student interaction positively and significantly impact teachers’ satisfaction. Results also revealed that perceived usefulness (PU), institutional support, and satisfaction significantly affect teachers’ attitude. Finally and most notably, teachers’ continuance intention towards using online teaching in HEIs is most significantly influenced by teachers’ satisfaction than perceived usefulness (PU), perceived ease of use (PEOU), and attitude.
Originality
The authors anticipate that this study brings a significant and valuable input to the existing literature by providing inclusive research in a more harmonizing understanding of the teachers’ satisfaction, attitude, and continuance intention with online teaching-learning practices in diverse educational institutions.
Published in: Higher Education, Skills and Work-Based Learning
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