In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.

The purpose of this analysis is to identify, based on current literature analysis, the strengths, weaknesses, opportunities and threats specific to e-learning educational services. The objectives are: 1. identifying, structuring and prioritizing in a “mirror” system the strenghts and weaknesses, respectively the opportunities and threats; 2. comparing the results in order to define those aspects with representative impact in future development of the project. The final result consists of the synthesis of weaknesses and threats as a basis of reflection and reporting for the university strategic management to the problem of e-learning educational services in the perspective of their optimization

The main aim of the present study was to develop, validate and test an extended Technology Acceptance Model (TAM) that contributes to the overall understanding of students' intention to use digital tools in a blended learning context of higher education. The external bidimensional factor of familiarity with digital tools, which is not usually explained by the TAM, was included, and evaluated. Following a four-stage scale development technique, a seven-dimensional 25-item survey was developed, which includes two external correlated variables: familiarity with high-tech digital tools and familiarity with traditional digital tools, two mediator variables—computer anxiety, and perceived barriers, and three response variables, perceived usefulness, perceived ease of use and intention to use. The initial version of the survey was administered on 250 undergraduate students. Next, for another sample of 206 students, latent dimensions of the survey were tested using exploratory factor analysis. The structure of the survey was validated in two other subsequent stages with one sample of 262 responses of undergraduates and one of 310 responses of master's students from two different universities. All students who agreed to participate in research attended blended learning. The validity, reliability and invariance of the instrument were established by psychometric analyses. Collected data indicated that the survey has an adequate multifactorial structure that is reliable and invariant across degree levels. The scale is recommended for use in higher education studies targeting the promotion of blended learning and reduction of negative attitudes of learners toward digital instruments, supporting university professors to select their own efficient way to teach.

This exploratory study contributes to the understanding of self-confidence as a predictor of self-efficacy, ease of use, and usefulness of eLearning platforms in corporate training. The present research explored the relationship among the employees’ beliefs regarding self-confidence, grit, ease of use, self-efficacy, and usefulness of eLearning platforms in their workplace during the COVID-19 pandemic. In total, 307 responses from Romanian employees who used eLearning platforms in corporate training (females = 60.3%, males = 39.7%, age range of less than 24 years (12.1%) to over 55 years (6.2%)) were exploited for research. Data were analyzed through a path analysis model. Results indicate that grit (i.e., consistency of interest), self-efficacy, and perceived ease of use of eLearning platforms were considerably directly influenced by the self-confidence variable. Usefulness was directly influenced by the ease of use and was indirectly influenced by self-confidence. Mediation analysis indicated that full mediation occurs only through the ease of use of eLearning platforms variable in the relationship between self-confidence and usefulness. A unit increase in self-confidence will increase the expected value of grit by 0.54 units (t = 8.39, p < 0.001), will indirectly increase the expected value of usefulness through ease of use by 0.15 units (t = 2.39, p = 0.017), and will increase the expected value of self-efficacy by 0.53 units (t = 6.26, p < 0.001). In addition, perceived ease of use of eLearning platforms in corporate training fully mediated the relationship of usefulness regressed on self-confidence (β = 0.20, t = 2.51, p = 0.012). These novel results reveal the contributions of self-confidence, consistency of interest as a grit dimension, and ease of use of eLearning platforms in predicting lifelong learning solutions, which improve business outcomes. The related investigation and consequences were further considered.