Constructs and Responding Items

Behavioral Intention (BI) (Adapted from [13])

BI1: I will adopt online teaching in the future.

BI2: I plan to adopt online teaching often.

BI3: I will continue adopting online teaching.

Attitude toward use (ATU) (Adapted from [28])

ATU1: Online teaching makes teaching more interesting.

ATU2: I expect those aspects of my job that requires me to adopt online teaching.

ATU3: Adopting online teaching is a good idea.

Perceived usefulness (PU) (Adapted from [13])

PU1: Online teaching is useful for my teaching.

PU2: Online teaching enhances my working effectiveness.

PU3: Online teaching enhances my working productivity.

Perceived ease of use (PEU) (Adapted from [13])

PEU1: It is easy to learn how to use an online learning system for me.

PEU2: Online teaching is clear and understandable to me.

PEU3: It is easy for me to become skillful to conduct online teaching.

Subjective norm (SN) (Adapted from [55])

SN1: My colleagues think that I should adopt online teaching

SN2: Faculty leaders think that I should adopt online teaching

SN3: Students think that I should adopt online teaching

Facilitating conditions (FC) (Adapted from [55])

FC1: Training and manuals for how to conduct online teaching is available to me in my university.

FC2: Specialized instruction concerning online teaching is available to me.

FC3: A specific person or group is available to me for assistance when encountering difficulties conducting online teaching.

Self-efficacy (SE) (Adapted from [60])

SE1. I can conduct online teaching even if there is no one to teach me.

SE2. I know enough to conduct online teaching.

SE3. I can conduct online teaching on my own.

Technological complexity (Adapted from [55])

TC1: Online teaching is too complicated to learn how to use it.

TC2: Online teaching is a complex activity.

TC3: It is too time-consuming to teach online.