Technostress and Online Teaching During COVID-19 Pandemic: The Case of Lebanon

IF 1.4 Q2 COMMUNICATION

Business and Professional Communication Quarterly Pub Date : 2023-05-12 DOI:10.1177/23294906231170334

Fadi Youssef Bou Reslan, Jihad El Hokayem

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引用次数: 0

Abstract

During the COVID-19 pandemic, several countries have eliminated face-to-face classes in all schools, requiring all teachers to deliver classes remotely. In this regard, the wide spread of information and communication technology (ICT) products and services in the educational sector became a burden for several teachers. This article aims to study the impact of online teaching, and how technological stress might vary between male and female teachers and to what extent it alters their family lives and their way of living. The case of Lebanon has been examined and analyzed using 379 participants in various schools randomly distributed throughout the country, who participated in a survey on how COVID-19 affected their technostress levels. The findings showed that married women were more prone to technological stress and that their family life and lifestyle were strongly affected. In particular, young women with few years of experience were more likely to experience technostress problems. We also found no differences related to educational levels. In addition, the inclusion of different degrees of computer self-efficacy has shown an impact on the development of technostress among individuals.

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新冠肺炎疫情期间的技术压力与在线教学——以黎巴嫩为例

在2019冠状病毒病大流行期间，一些国家取消了所有学校的面对面课程，要求所有教师远程授课。在这方面，信息和通信技术产品和服务在教育部门的广泛普及成为一些教师的负担。本文旨在研究在线教学的影响，以及技术压力在男女教师之间的差异，以及它在多大程度上改变了他们的家庭生活和生活方式。对黎巴嫩的情况进行了调查和分析，调查对象是随机分布在黎巴嫩各地不同学校的379名参与者，他们参加了一项关于COVID-19如何影响他们的技术压力水平的调查。研究结果显示，已婚女性更容易受到技术压力的影响，她们的家庭生活和生活方式也受到了很大的影响。特别是，没有几年工作经验的年轻女性更有可能遇到技术压力问题。我们也没有发现与教育水平相关的差异。此外，不同程度的计算机自我效能感对个体技术压力的发展有影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Business and Professional Communication Quarterly COMMUNICATION-

CiteScore

2.40

自引率

38.50%

发文量

期刊介绍： Business and Professional Communication Quarterly is the only refereed journal devoted to research that advances the teaching of communication in the workplace. The journal aims to present the many interdisciplinary, international, and organizational perspectives that characterize the field and specifically to publish research that advances knowledge about business and professional communication pedagogy and praxis in both academic and workplace settings, including technical and scientific communication, rhetoric, program design and assessment, the impact of technology, sustainability, global and multicultural issues, nonprofit communication, and best practices. As an interdisciplinary journal, BPCQ welcomes manuscripts that address a variety of theoretical, applied, and practical approaches and topics in the teaching and praxis of business, corporate, organizational, professional, or technical communication, including qualitative and quantitative research on classroom teaching or assessment, case studies of specific classroom techniques, reports on strategies for program development, innovative assignments or methodologies, and reviews of scholarship relevant to business and professional communication pedagogy. BPCQ especially welcomes manuscripts that address the principles of SoTL (scholarship of teaching and learning). BPCQ also publishes articles on a particular theme, for which a call may be announced on the ABC website: http://www.businesscommunication.org. Information on submitting book reviews can be found at http://www.montclair.edu/cwe/bcq