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Online teaching environment is a challenge for science, technology, engineering, and mathematics (STEM) in-service teachers who feel worried about their ability to succeed in what might be an unfamiliar learning environment. This research focused on testing the effects of perceived risks and concerns by in-service teachers during online-only classes due to the coronavirus outbreak on student academic progress requirements across the different STEM disciplines. The research hypotheses were tested on a sample of 1444 in-service teachers teaching exclusively in the online environment, in Romania. A structural equation model was used to explore the possible links among two external variables (pedagogical and technological perceived risks), one mediator variable (student engagement), one control variable (school settings), and one output variable (student academic progress requirements). The results revealed significant negative paths from challenges mediated by student engagement to student academic progress, as well as positive paths from them to mediator factor. The school setting categories were negatively correlated with both perceived risk dimensions. The moderator role of student engagement on the challenges-outcome link was supported. The online teaching effects on student’s academic progress varied across the different STEM disciplines. The relevant common features for all STEM disciplines were further then demonstrated. Keywords: online class, pandemic emergency, STEM, structural equation modelling, student academic progress, in-service teachers

The use of technological devices has become natural, which is why technology seems to become a natural learning environment. Many studies show that technologically-rich learning environments improve learning outcomes. It has been shown that technological integration helps to create more authentic learning environments, in which students are more motivated to participate. Digital world has greater opportunities for communication, collaboration, and problem-solving and have more opportunities to expand and even amplify thinking, thus changing the role of students by building knowledge rather than reproducing information. Given the possible disadvantages of using digital devices permanently, it is important to find a good balance between constructively using digital technology and keeping it to avoid distraction and concentration. However, some research shows that electronic learning does not differ in effectiveness or efficiency from traditional learning. This chapter presents an in-depth and reasoned analysis of cognitive learning of university students using Web 2.0 tools.

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&ndash, Resources Model (JD&ndash, 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&rsquo, 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&rsquo, 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.