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Numerous studies have captured the experiences of teachers teaching online, but the current 'emergency' to teach online is unprecedented and has been challenging. Grounded in the theory of cognitive dissonance, this paper attempts to recapitulate the experiences of university teachers and analyses whether they have developed the consonant cognitions to teach online during the pandemic period or would they prefer switching back to 'normal' teaching as soon as the circumstances permit. Technology-enabled teaching has been found to be complex as it mandates teaching in a computerised setting and lacks an element of social interaction, which is at the heart of face-to-face teaching. Using Structural Equation Modelling, this study presents the determining factors that motivate teachers to embrace technology-driven teaching more convincingly. The study finds that in the absence of adequate training imparted to the teachers for developing technological and pedagogical knowledge (TPK), high psychological capital and facilitating conditions are the two most important factors ensuring teaching proficiency, creating positive online experiences and a continued intention to teach online. [ABSTRACT FROM AUTHOR]

The paper examines the multi-dimensional nature of Internet Addiction (IA) and its influence on Well-Being (WB) amongst a representative sample of 320 young urban Indian internet users. Nine hypotheses are proposed through a conceptual model to assess the multi-dimensional nature of IA and its relationship with WB. Partial Least Squares – Structure Equation Modelling (PLS-SEM) was conducted to assess the hypothesised relationships. Of the proposed nine hypotheses, seven were accepted. The result indicated IA as a four-dimensional construct – Internet Control Disorder (ICD), Internet Craving (IC), Internet Obsession (IO), and Addictive Behaviour (AB). The findings supported that ICD positively and significantly influences IC. IC and AB both have a significant impact on IO. ICD and IC have a significant impact on the individual's AB. ICD and IO significantly influence WB. With respect to the dimensions IC, AB, and IO, the model is successful in explaining around 26%, 45%, and 33% of the variation. IA as a multi-dimensional phenomenon and its relationship with WB in a young-demographic nation like India has immense academic and societal value. The study provides critical actionable insights for users, educators, health counsellors, parents, and policymakers regarding interventions for controlling internet addiction. [ABSTRACT FROM AUTHOR]

The purpose of this study is to investigate the factors underlying the adoption, completion and continuance of massive open online courses (MOOCs), using technology-user-environment (TUE) framework, MOOCs features and MOOCs qualities. The proposed model was empirically tested using longitudinal research design. The primary data was gathered at three time points through a survey of 197 students at an Indian university. Stepwise regression analysis was used to test the hypothesised relationships in the proposed model. The results demonstrate that technological characteristics, user characteristics and MOOCs features influence the students' decisions in all the stages of MOOCs acceptance including initial adoption, completion and continuance. Environmental factors determine the students' initial intentions to adopt MOOCs, whereas MOOCs qualities predict their intentions to complete and continue the usage of MOOCs in future. Moreover, the intention to adopt MOOCs significantly predicts the intention to complete MOOCs which in turn significantly determines the intention to continue using MOOCs. These findings will be helpful for MOOCs providers and other stakeholders. The MOOCs providers can focus on the technological characteristics, user characteristics and MOOCs features as they carry a sustained influence on the students' intentions to adopt, complete as well as continue using MOOCs. [ABSTRACT FROM AUTHOR]