Purpose

This study aims to leverage the Unified Theory of Acceptance and Use of Technology framework developed by Venkatesh et al. (2003) to explore the factors influencing faculty willingness and acceptance of online teaching at a major Saudi Arabian university as we move to a post-COVID-19 new normal.

Design/methodology/approach

We surveyed business school faculty from a major Saudi Arabian university that transitioned to online learning because of the COVID-19 lockdown. We used partial least square structural equation modeling to examine the factors that impact faculty satisfaction and behavioral intention to continue using online teaching in the future.

Findings

The results of the study indicated that when faculty perceive that e-learning improves their teaching performance and effectiveness (performance expectancy) and find that online teaching tools are relatively easy to use (effort expectancy), then they are more open to considering online teaching and using digital tools even after the pandemic.

Research limitations/implications

The study uses a Saudi Arabian sample, so the results of the study may not be generalizable to other countries. The study was cross-sectional in nature; a longitudinal design would help in uncovering more stable relationships and enabling us to draw stronger conclusions. Lastly, the sample size for the study was relatively small, resulting in a loss of power in statistical testing. Notwithstanding these limitations, our study contributes to a greater understanding and appreciation of faculty acceptance of online teaching as we progress to a post-COVID-19 new normal. As such, it should be useful to educators, institutions and policymakers as they seek to reimagine business education going forward.

Originality/value

The present study is one of the first scholarly studies to focus on exploring e-learning acceptance in a business school from a faculty perspective, considering the natural experiment that forced institutions to move to online teaching irrespective of their prior acceptance or experience with this teaching modality.

中文翻译：

---

了解 COVID-19 大流行期间教师对在线教学的接受程度：沙特阿拉伯的案例研究

目的

本研究旨在利用 Venkatesh 等人开发的技术接受和使用统一理论框架。(2003) 探索在我们进入 COVID-19 后新常态时影响沙特阿拉伯一所主要大学教师对在线教学的意愿和接受度的因素。

设计/方法/途径

我们调查了沙特阿拉伯一所主要大学的商学院教师，该大学因 COVID-19 封锁而转向在线学习。我们使用偏最小二乘结构方程模型来检验影响教师满意度和未来继续使用在线教学的行为意愿的因素。

发现

研究结果表明，当教师认为电子学习提高了他们的教学绩效和有效性（绩效预期）并发现在线教学工具相对易于使用（努力预期）时，他们会更愿意考虑在线教学和即使在大流行之后也使用数字工具。

研究局限性/影响

该研究使用沙特阿拉伯样本，因此研究结果可能无法推广到其他国家。该研究本质上是横断面研究；纵向设计将有助于发现更稳定的关系，并使我们能够得出更有力的结论。最后，该研究的样本量相对较小，导致统计检验的功效下降。尽管存在这些局限性，但随着我们向 COVID-19 后的新常态发展，我们的研究有助于更好地理解和欣赏教师对在线教学的接受度。因此，它应该对教育工作者、机构和政策制定者有用，因为他们正在寻求重新构想未来的商业教育。

原创性/价值

本研究是首批从教师角度探索商学院对电子学习接受度的学术研究之一，考虑到迫使机构转向在线教学的自然实验，而不管他们之前对这种教学方式的接受程度或经验如何.