How Remote Learning during Crisis Affect Technostress Levels Experienced by Academicians

Autor/inn/en	Khlaif, Zuheir N.; Khalili, Fakher; Affouneh, Saida; Tlili, Ahmed
Titel	How Remote Learning during Crisis Affect Technostress Levels Experienced by Academicians
Quelle	In: Education and Information Technologies, 28 (2023) 9, S.11075-11100 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khlaif, Zuheir N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-023-11651-6
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Stress Variables; Teaching Conditions; Faculty Workload; Barriers; Stress Management; Conflict; Distance Education; Palestine + Suchen Sie Ihr Suchwort? Ausland; Lehrbedingungen; Unterrichtsbedingungen; Stressmanagement; Stressbewältigung; Konflikt; Distance study; Distance learning; Fernunterricht; Palästina
Abstract	Despite the extensive coverage in the literature, limited attention has been paid to the investigation of technostress among academicians who work under special circumstances, such as occupation, and might have different psychological states due to those conditions. To fill this gap, this study examined the level and factorial structure of technostress among 573 Palestinian academicians who worked in a more-than-seventy-years occupied country, and with the addition of the COVID-19 pandemic. A sequential mixed method approach with confirmatory and exploratory factor analysis was used to explore the technostress factors and to measure their level among the academicians. The obtained findings indicated that the four factors of: (1) schedule overload; (2) complexity; (3) uncertainty and uselessness; and (4) invasion and compulsion formed the model of techno-stressors among Palestinian academicians. This can help various stakeholders (researchers, policy makers, practitioners, etc.) to design the needed interventions accordingly and reduce the technostress among academicians; hence, enhancing the latter's teaching practices and experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01