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The research develops a theoretical model that highlights the determinants of adoption of online teaching at the time of the outbreak of COVID 19. Empirical data was gathered from 643 school teachers by means of an online survey. The proposed conceptual framework was investigated empirically by means of confirmatory factor analysis (CFA) and structural equation modelling (SEM). The findings of the study revealed performance expectancy, and facilitating conditions had a positive impact on behavioural intention as well as attitude. However, effort expectancy failed to drive teachers' adoption to online teaching. On the other hand, social influence had insignificant relationship with attitude but significant relationship with behavioural intention. Attitude had a significant impact on behavioural intention as well as actual use.This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during outbreak of a pandemic.

PurposeThis study identifies the facilitators and inhibitors for the adoption of e-learning for the undergraduate students of architecture. Nine constructs are identified as facilitators and five constructs are identified as inhibitors to the adoption of online learning systems in the context of the study. These constructs were used to propose a research model.Design/methodology/approach596 architecture undergraduates responded to a structured questionnaire. The questionnaire was finalized after a pilot study and included standard scale items drawn from previous studies. An exploratory factor analysis was followed by structural equation modeling (SEM) to test the proposed model.FindingsAll the identified facilitators emerged significant except social influence and price value. Furthermore, technology risk emerged insignificant while all other inhibitors had significant impact on Behavioral Intention to adopt e-learning.Research limitations/implicationsThe study has strong implications in academia as HEIs in developing countries need to make their students computer proficient, boost the implications of e-learning services by mitigating risks and motivating students to acquire knowledge through flexible e-learning modules.Originality/valueThe COVID-19 pandemic forced educational institutions to switch to online modes of learning. For students of architectural programs in a developing country like India, this has been unprecedented and has brought in a new set of challenges and opportunities. With the extension of the pandemic induced lockdown in educational institutions, students – and other stakeholders – have no choice but to adapt to this new normal of dependence on remote learning.

Abstract. The purpose of this research is to develop a research model to understand the important dimensions of website service quality and its influence on repurchase intention. The study also analyzes the mediating effect of customer satisfaction on repurchase intention. The results of empirical analysis confirmed that website quality can be conceptualized as a composite of navigation, ease of understanding, information usefulness, website design, ease of use, security and privacy, ease of ordering, and customization. Second, website quality positively affects repurchase intention and customer satisfaction. Third, website service quality can affect repurchase intention by enhancing mediators like customer satisfaction, as it has full mediating effect on repurchase intention. This study has developed the instrument dimensions of website service quality in online shopping context. The study has also refined the scale of repurchase intention by including "cash-on-delivery" (COD) mode of payment as a new dimension to inculcate confidence for online shopping in emerging economies. Supplemental Material:The online appendix is available at https://doi

Purpose The study aims to develop a theoretical model that highlights the determinants of the adoption of online teaching at the time of the outbreak of COVID-19. This study adopted a time-series analysis to understand the factors leading to the adoption of online teaching. Design/methodology/approach Empirical data were gathered from 222 university faculty members by using an online survey. In the first phase, data were collected from those faculty members who had no experience of conducting online classes but were supposed to adopt online teaching as a result of the COVID-19 pandemic and subsequent lockdown. After two weeks, a slightly modified questionnaire was forwarded to the same group of faculty members, who were conducting online classes to know their perception regarding the adoption and conduct of online teaching. Findings Both the proposed conceptual frameworks were investigated empirically through confirmatory factor analysis and structural equation modeling. Significant differences were found in the perceptions of faculty members regarding before and after conducting classes through online teaching. Originality/value This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during the outbreak of a pandemic. This research further extends the unified theory of acceptance and use of technology by introducing and validating three new constructs, namely: facilitative leadership, regulatory support and project team capability. Based on the findings, practical insights are provided to universities to facilitate adoption, acceptance and use of online teaching during a health-care emergency leading to campus lockdowns or the imposition of restrictions on the physical movement of people.