During the COVID-19 pandemic, universities worldwide are going into ‘emergency mode’—radically transforming education by switching to online and e-learning education. In the face of these emergent changes, many academic teachers who are unwilling to use e-learning or who lack the appropriate competences are suddenly being forced to teach via electronic devices and the Internet. But how will this COVID-19 forced e-learning influence academic teachers' motivation and performance? In this conceptual paper, drawing from Job Characteristics Theory—a model of human work motivation, we would like to discuss the possible changes in six motivational job characteristics of the academic teacher's job (task identity, task significance, skill variety, feedback, autonomy, social dimensions of the work) caused by COVID-19 forced e-learning. Our concise conceptual elaboration might spark a debate on the possible unintended consequences of COVID-19 forced e-learning.

中文翻译：

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电子学习？再也不！关于 COVID-19 强制电子学习对学术教师激励工作特征的意外后果

在 COVID-19 大流行期间，世界各地的大学正在进入“紧急模式”——通过转向在线和电子学习教育来彻底改变教育。面对这些突如其来的变化，许多不愿使用电子学习或缺乏适当能力的学术教师突然被迫通过电子设备和互联网进行教学。但是，这种 COVID-19 强制电子学习将如何影响学术教师的积极性和表现？在这篇概念性论文中，借鉴了工作特征理论——人类工作动机的模型，我们想讨论学术教师工作的六个动机工作特征（任务认同、任务重要性、技能多样性、反馈、自主性、工作的社会维度）由 COVID-19 强制电子学习引起。