Abstract
PurposeDuring the COVID-19 pandemic, educational institutions were forced to shut down, causing massive disruption of the education system. This paper aims to determine the critical factors for the intention to participate in e-learning during COVID-19.Design/methodology/approachData were collected by surveying 131 university students and structural equation modelling technique using PLS-SEM was employed to analysis the data.FindingsThe results showed that the COVID-19 related factors such as perceived challenges and COVID-19 awareness not only directly impact students' intention but also such effects are mediated through perceived usefulness and perceived ease of use of e-learning systems. However, the results showed that the educational institution's preparedness does not directly impact the intention of students to participate in e-learning during COVID-19. The results also showed that the gender and length of the use of e-learning systems impact students' e-learning systems use.Originality/valueThese results demonstrated that, regardless of how well the educational institutions are prepared to promote the use of e-learning systems, other COVID-19-related challenges play a crucial role in forming the intention of students to participate in e-learning during the COVID-19 pandemic. Theoretical and practical implications are provided.
Highlights
The COVID-19 pandemic is the defining global health crisis of our time, and it is adding a fair amount of complexity in how different activities are being conducted (Adnan and Anwar, 2020)
The results showed that 36 students thought the teaching style of the instructor would motivate and encourage them to use e-learning systems and interestingly 23 students mentioned it does not affect their intention or the effect is not considerable
The current situation has imposed unique challenges of smoothly maintaining the process of teaching and learning, as such e-learning has become an immediate solution to cope with the disruption in higher education
Summary
The COVID-19 pandemic is the defining global health crisis of our time, and it is adding a fair amount of complexity in how different activities are being conducted (Adnan and Anwar, 2020). Such effects are crucial on higher education, forcing all teaching and learning activities to face a sudden transition to wholly online learning contexts (Toquero, 2020). The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode
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