How remote leaning during crisis affect technostress levels experienced by academicians

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.

A Large-Scale Study on the Preferred Learning Mode in Higher Education: Which One Suits Me Better in the New Normal?

“…The data was specifically collected from Palestinian students. Palestine is an intriguing country in the Arab region to study and analyze due to its 70-year-long occupation, which has significantly affected its education system [27], compounded by the challenges posed by the COVID-19 pandemic. To the best of our knowledge, no study in the literature has conducted a similar analysis.…”

Mobile technology features and technostress in mandatory online teaching during the COVID-19 crisis

“…Based on the study framework and previous studies [ 5 , 7 , 55 ], we proposed the following model to explain the relationship between technological features and technostress. Fig.…”

“…While this might seem to facilitate learning, it could inadvertently contribute to inequality among learners due to discrepancies in the ownership of technological devices. This reality contradicts the entrenched values of equality in educational systems such as the Finnish model [ 4 , 7 ].…”

“…The study builds upon the finding that technostress negatively impacts teachers' intention to use new technology [ 25 ]. It will also explore the proposition that users stop using new technology when they experience stress due to technological changes [ 26 , 27 ], & [ 28 ].…”

The impact of teleworking technostress on satisfaction, anxiety and performance

“…Some researchers stated that workers viewed ICT as threatening, with pressures beyond their own capabilities [ 10 ]. Moreover, they perceive negative consequences if they do not deal with them [ 51 ]. This type of technostress is the one most studied by the authors and on which most definitions of the term are based.…”