Technoshame: emotional challenges related to technology-mediated feedback in online work

Purpose This article explores emotional challenges experienced by university educators when teaching fully online. Drawing on the theoretical framework of organizational shame, we introduce technoshame to capture how technology-mediated feedback in online settings may trigger perceived inadequacy and pose a threat to one's professional identity in online work settings. Design/methodology/approach The study is based on an exploratory design combining qualitative interviews with university faculty with quantitative survey data. Data collection was conducted during two COVID-19 lockdown periods (2020–2021) at a Scandinavian university and in the post-lockdown period (spring 2022). Findings Teachers reported experiencing feelings of inadequacy due to uncertainty about whether students were benefitting from their teaching in an online environment. We introduce the concept of technoshame to capture this. In addition, our results reveal two emotional challenges related to technoshame, outcome uncertainty and threats to professional identity. Research limitations/implications As an exploratory study, we do not claim to validate technoshame empirically. Future research may further develop the concept and examine its relevance across professions beyond teaching. Practical implications Institutions should strengthen feedback mechanisms in online environments and create peer-based reflection spaces to help professionals navigate feedback-related uncertainty and sustain professional identity. Originality/value This study contributes to literature on shame by introducing the concept of technoshame from an identity-oriented perspective, highlighting previously underexplored emotional challenges in online work-from-home settings.