The disruption of 'normal' academic studies in the wake of the COVID-19 pandemic outbreak was embodied mainly in a rapid transition from in-class teaching to online synchronous instruction. The purpose of this study was to examine the lecturer's emotions towards the change they experienced with the sudden shift to online instruction during the COVID-19 pandemic and the effect of those emotions on their willingness to teach online in the future. In the present study, 239 academic lecturers answered an online questionnaire. Four groups of emotions were examined: Success, opportunity, failure, and threat. The findings indicated that the emotions lecturers experienced most strongly was that of success, followed by opportunity. The predictors of lecturer's willingness to teach online in the future were emotions related to 'opportunity' and 'failure'. Surprisingly, the dramatic event of COVID-19 lockdown evoked more positive than negative emotions among lecturers during the first semester of the crisis. The emotions of threat that might characterize this period did not affect the willingness to teach online in the future as may be expected. This study demonstrates how tracing the emotional response toward adopting technology may contribute to understanding technology acceptance. It also contributes to understanding the differences in experiencing change in the normal process of technology adoption as opposed to emergency times.

COVID-19 大流行爆发后“正常”学术研究的中断主要体现在从课堂教学到在线同步教学的快速过渡。本研究的目的是检查讲师对他们在 COVID-19 大流行期间突然转向在线教学所经历的变化的情绪，以及这些情绪对他们未来在线教学意愿的影响。在本研究中，239 名学术讲师回答了在线问卷调查。检查了四组情绪：成功、机会、失败和威胁。研究结果表明，讲师体验最强烈的情绪是成功，其次是机会。讲师未来在线教学意愿的预测因素是与“ 机会”和“失败”。令人惊讶的是，在危机的第一学期，COVID-19 封锁这一戏剧性事件在讲师中引发的积极情绪多于消极情绪。这一时期的威胁情绪并没有像预期的那样影响未来在线教学的意愿。这项研究展示了追踪对采用技术的情绪反应如何有助于理解技术接受度。它还有助于了解在技术采用的正常过程中与在紧急情况下经历变化的差异。这一时期的威胁情绪并没有像预期的那样影响未来在线教学的意愿。这项研究展示了追踪对采用技术的情绪反应如何有助于理解技术接受度。它还有助于了解在技术采用的正常过程中与在紧急情况下经历变化的差异。这一时期的威胁情绪并没有像预期的那样影响未来在线教学的意愿。这项研究展示了追踪对采用技术的情绪反应如何有助于理解技术接受度。它还有助于了解在技术采用的正常过程中与在紧急情况下经历变化的差异。