When the COVID-19 pandemic hit, most universities in Indonesia implemented emergency distance learning. Lecturers might face one of the most challenging times because they are forced to convert face-to-face learning into online classes using Video conference Meetings with no prior experience. Although the situation was only applied temporarily, lecturers conducted emergency distance teaching for almost three years, and it could affect their mental health. This study aims to identify the effects of video conference fatigue on burnout by considering online teaching self-efficacy as the mediator. The study focused on the emergency remote teaching situation during the COVID-19 pandemic by excluding open universities due to their prior experience. A convenience sampling technique was implemented to select participants, and 501 lecturers in Indonesia were included in this study. The result shows that burnout is affected by video conference fatigue after being mediated by online teaching self-efficacy. While online teaching self-efficacy shows adverse effects on burnout, this study found that video conference fatigue has both a positive direct and indirect impact on burnout even after including online teaching self-efficacy as the mediator. To conclude, online teaching self-efficacy was identified as a significant mediator in the relationship between video conference fatigue and burnout.

Topics
Learning and learning models, Distance education, Teaching, Universities, Coronaviruses, Conference
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