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.
This 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.
The 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.
Distance 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.
Many thanks are due to the our universities (Mutah and Mosul (UoM)) for encouraging to complete this study. In addition, authors thank the colleagues from their departments who provided insight and expertise that greatly assisted the research.
Alkhwaldi, A.F. and Abdulmuhsin, A.A. (2022), "Crisis-centric distance learning model in Jordanian higher education sector: factors influencing the continuous use of distance learning platforms during COVID-19 pandemic", Journal of International Education in Business, Vol. 15 No. 2, pp. 250-272. https://doi.org/10.1108/JIEB-01-2021-0001
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