The shift to remote work during the 2020 COVID pandemic and the online teaching experience of faculty in higher education

Keywords: Online teaching; information systems success model; mixed-method; compatibility; psychological availability; online teaching satisfaction

Abstract: Instructors had to rapidly adapt to the remote work environment after the higher education institutions were closed due to the pandemic. The authors adopted a mixed methods approach and surveyed and interviewed faculty members to understand how the quality of instructional and collaborative technologies affected compatibility and psychological availability, which further affected their online teaching satisfaction and online teaching intention. The results showed that both information quality and service quality were positively associated with compatibility, while system quality was positively associated with psychological availability. Also, both compatibility and psychological availability were positively associated with online teaching satisfaction. Compatibility and online teaching satisfaction were associated with online teaching intention. The results from both open-ended questions and in-depth interviews provide support to the quantitative model and present a more complete picture of what instructors experienced during the lockdown.