Abstract
This study aimed to investigate determinants for student’s acceptance of distance learning in Jordan at the time of COVID-19. This paper is dedicated to the higher education institutions shifting towards distance learning processes due to the global pandemic situation caused by COVID-19 in 2020. A conceptual framework was developed using a validated conceptual framework (UTAUT) that has proved its robustness in prior studies. The study made amendments for this framework as it excluded the actual use variable and was only concerned with the intention determinants, as online distance learning was imposed on students in higher education in Jordan, and there were no other available alternatives; therefore, the study investigates the drivers for intentions. This study also attempted to extend the theory, which does not underestimate the robustness and validity of the proposed framework. It was seen vital to cope with the consequences of the COVID-19 pandemic, which has become a strong influencer when considering the subject of this study. Two additional factors were suggested by the study, namely: perceived value and expected cost. The quantitative deductive exploratory methods, structural equation modelling, smart partial least squares (v.3.3), and path analysis was applied, which yielded interesting results.
Highlights
Countries have shifted away from traditional education in order to combat the spread of the new coronavirus disease (COVID-19)
Crisis distance education (CDE) is distinctive in its theory and practice, in several aspects distinguishing it from traditional distance education [1]. e first distinction is its abruptness
To achieve the goal of this study, the quantitative deductive exploratory methods were used, considering that this study aims to investigate determinants for student’s acceptance of distance learning in Jordan at the time of COVID-19
Summary
Countries have shifted away from traditional education in order to combat the spread of the new coronavirus disease (COVID-19). While multiple countries have historically faced various types of crises, distant education has not been employed to address them. Crisis distance education (CDE) is distinctive in its theory and practice, in several aspects distinguishing it from traditional distance education [1]. CDE has been employed as a non-pharmaceutical threat on a global scale, establishing a global fact and elevating learning to a global spectacle. It was historically an institutional issue, it is a global concern [2]
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