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Crisis-centric distance learning model in Jordanian higher education sector: factors influencing the continuous use of distance learning platforms during COVID-19 pandemic

Crisis-centric distance learning model in Jordanian higher education sector: factors influencing... This paper aims to investigate the factors that affect the acceptance of distance learning systems by university academic staff and students in Jordan. To achieve this objective, it has been proposed to examine the distance learning experience of Jordanian Higher Education Institutions (HEIs) after the universities institution suspended face-to-face (traditional) courses delivery owing to novel Coronavirus’ (COVID-19) fears.Design/methodology/approachThis study expands upon unified theory of acceptance and use of technology 2 by incorporating contextual variables such as trust (TR), autonomy (AUT) and compatibility (CMP). Data collection has been carried out through an online survey, which targeted participants at public and private universities during the crisis time of coronavirus. Structural equation modelling has been used to validate the proposed research model.FindingsThe outcomes revealed that performance expectancy, facilitating conditions, TR and AUT were the significant predictors of distance learning acceptance in both samples. By identifying the factors affecting the acceptance of distance learning systems, it will be more useful to offer better services of distance learning. This will also help to demonstrate that distance learning will be capable of delivering the educational aims of HEIs to areas where a pandemic outbreak in the Middle East.Originality/valueDistance learning provides university students with quality education, engaging platforms and most significantly a safe teaching environment. The results and implications to both practice and theory are described. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of International Education in Business Emerald Publishing

Crisis-centric distance learning model in Jordanian higher education sector: factors influencing the continuous use of distance learning platforms during COVID-19 pandemic

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References (92)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2046-469X
eISSN
1836-3261
DOI
10.1108/jieb-01-2021-0001
Publisher site
See Article on Publisher Site

Abstract

This paper aims to investigate the factors that affect the acceptance of distance learning systems by university academic staff and students in Jordan. To achieve this objective, it has been proposed to examine the distance learning experience of Jordanian Higher Education Institutions (HEIs) after the universities institution suspended face-to-face (traditional) courses delivery owing to novel Coronavirus’ (COVID-19) fears.Design/methodology/approachThis study expands upon unified theory of acceptance and use of technology 2 by incorporating contextual variables such as trust (TR), autonomy (AUT) and compatibility (CMP). Data collection has been carried out through an online survey, which targeted participants at public and private universities during the crisis time of coronavirus. Structural equation modelling has been used to validate the proposed research model.FindingsThe outcomes revealed that performance expectancy, facilitating conditions, TR and AUT were the significant predictors of distance learning acceptance in both samples. By identifying the factors affecting the acceptance of distance learning systems, it will be more useful to offer better services of distance learning. This will also help to demonstrate that distance learning will be capable of delivering the educational aims of HEIs to areas where a pandemic outbreak in the Middle East.Originality/valueDistance learning provides university students with quality education, engaging platforms and most significantly a safe teaching environment. The results and implications to both practice and theory are described.

Journal

Journal of International Education in Business – Emerald Publishing

Published: Sep 23, 2022

Keywords: Distance learning; Technology acceptance; E-learning; Online education; Education in crisis zones; Coronavirus (COVID-19); Developing countries

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