During the Covid-19 pandemic, higher education shifted from face-to-face to online education and teachers had various perspectives about remedying the challenges of this mandatory situation. Drawing on the diffusion of innovation theory as a theoretical lens to better understand the change in the adoptions of the faculty during the pandemic, we surveyed 307 academics with an online questionnaire. The results indicated that the adopters in this study were innovators (11%), early adopters (23%), early majority (18%), late majority (22%), and laggards (26%), revealing somewhat different percentages from the values in the theoretical model. This can be explained by the fact that innovations that require an emergency situation bring about changes in the values of the adopter categories. Examining the questionnaire data, we categorised the results as support, functionality, guidance, interaction, adaptation and the features of synchronous lessons influencing the diffusion of innovation during the new emergency teaching condition. The adoption process was discussed through the factors influencing these dimensions. The implications of notable findings and directions for future studies have been provided.Implications for practice or policy:Academics may have better online learning experiences in various designs and applications at universities.Academics may be prepared for unexpected teaching situations with adequate and appropriate organisational, technical and learning support to achieve quality outputs.All educational institutions, academics, and universities in particular, can be guided to adopt technologies more easily and quickly in such situations as future pandemics, wars, etc.

中文翻译：

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在 Covid-19 大流行期间教师采用在线教学：创新理论传播的视角

在 Covid-19 大流行期间，高等教育从面对面教育转变为在线教育，教师们对解决这种强制性情况的挑战有不同的看法。我们利用创新理论的传播作为理论视角，以更好地了解大流行期间教师采用的变化，我们通过在线问卷调查了 307 名学者。结果表明，本研究中的采用者是创新者 (11%)、早期采用者 (23%)、早期大众 (18%)、晚期大众 (22%) 和落后者 (26%)，与理论模型中的值。这可以通过以下事实来解释：需要紧急情况的创新会导致采用者类别的价值发生变化。检查问卷数据，我们将结果归类为支持、功能、指导、互动、适应以及同步课程在新的紧急教学条件下影响创新传播的特征。通过影响这些维度的因素讨论了采用过程。已经提供了值得注意的发现的含义和对未来研究的方向。对实践或政策的启示：在大学的各种设计和应用中，学者可能有更好的在线学习体验。学者可以为意外的教学情况做好准备，有足够和适当的组织、技术和学习支持，以实现高质量的产出。特别是所有教育机构、学者和大学，