Understanding University Instructors' Technostress for Online Teaching: A Multiple Regression Approach

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Looking at Online Learning From Various Perspectives, Methodologies, and Contexts

Abstract

This study explored if university instructors’ self-efficacy to teach with technology, emotional and task effort cost resulted from online teaching, and environmental support, significantly related to their technostress. A sample of 319 U.S. university instructors participated through online survey. Regression results indicated that the overall model significantly explained about 67.4% of variance in technostress [R2=.674, F(10, 308)=63.57, p<.0001]. Controlling for gender and years of teaching, institutional support and instructors’ self-efficacy to teach with technology have significant positive association with technostress. Contrastingly, instructors’ emotional and task effort cost have significant negative association with technostress. The research discussed the importance of institutional support, instructors’ self-efficacy to teach with technology, and emotional and task effort cost in reducing technostress for online teaching.

Authors

• Yin Hong Cheah, The University of Texas at Austin

• Yi Shi, The University of Texas at Austin

• Jason Rosenblum, The University of Texas at Austin