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In this pandemic situation, educational institutions are trying to co-operate students in continuing learning without face-to-face interaction. Teachers have online teaching readiness with their own organizational capacities, motivation, and interactive capacities and use online teaching strategies to satisfy students' needs and desires. In fact, the study aimed to assess the effect of organizational capacity, motivation, or intervention capacity on online teaching readiness and satisfaction of students’ learning during COVID-19 broke out or future unforeseen circumstances. 90 teachers and 135 students participated in an online survey and responded the online teaching readiness questionnaire and e-learning satisfaction scale. Structural equation modeling (SEM) was performed to evaluate the online teaching readiness and online learning satisfaction models. A partial correlation matrix, CMIN, CFI, PCFI; NCP, FMIN, RMSEA, AIC, and ECVI was generated by the AMOS 21.0 program to calculate path coefficients and the overall model fit. The authors claimed that organizational capacity, motivation, and intervention capacity significantly relate to teachers' online teaching readiness. Synchronous e learning (e.g., Skype/Zoom/WebEx) results of the direct effects of students’ learning performance, need satisfaction, openness to learning, self-concept, self-pace, problem solving, self-assessing, love of learning, creativity, and motivation
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