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Emergency remote learning acceptance among higher education students during COVID-19 pandemic

Author

Listed:
  • Amila Pilav-Veliæ

    (School of Economics and Business, University of Sarajevo, 71 000 Sarajevo, Bosnia and Herzegovina)

  • Hatidža Jahiæ

    (School of Economics and Business, University of Sarajevo, 71 000 Sarajevo, Bosnia and Herzegovina)

  • Jasmina Okièiæ

    (Faculty of Economics, University of Tuzla, 75 000 Tuzla, Bosnia and Herzegovina)

  • Jasmina Selimoviæ

    (School of Economics and Business, University of Sarajevo, 71 000 Sarajevo, Bosnia and Herzegovina)

  • Elvedin Grabovica

    (School of Economics and Business, University of Sarajevo, 71 000 Sarajevo, Bosnia and Herzegovina)

Abstract

The current study investigates how attitudes towards digital transformation and personal innovativeness affect the acceptance of emergency remote learning in the COVID-19 pandemic environment. The pandemic has affected all aspects of societies across the globe, including higher education that was also a significant push-up factor for the digital transformation of higher education. Thus, the main aim of this paper is to investigate the factors affecting emergency remote learning acceptance among the higher education students in Bosnia and Herzegovina (BiH). The results presented in this paper gained from a study carried out among higher education students in BiH cover the period of April – July 2020 via the open-source platform. The study focused on the students’ attitude towards a digital transformation is a significant factor in accepting emergency remote learning. Also, the persona innovativeness score has proven to be a crucial factor for adopting this new learning setting, i.e., more innovative students have a greater emergency remote learning acceptance than students with a lower personal innovativeness score. Hence, this study pinpoints the necessity of changing the attitudes towards technology applications in education. It would increase the usage of remote learning services and provide students with knowledge and skills for the new labour market.

Suggested Citation

  • Amila Pilav-Veliæ & Hatidža Jahiæ & Jasmina Okièiæ & Jasmina Selimoviæ & Elvedin Grabovica, 2021. "Emergency remote learning acceptance among higher education students during COVID-19 pandemic," Zbornik radova Ekonomskog fakulteta u Rijeci/Proceedings of Rijeka Faculty of Economics, University of Rijeka, Faculty of Economics and Business, vol. 39(2), pages 325-347.
    • Handle: RePEc:rfe:zbefri:v:39:y:2021:i:2:p:325-347
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    References listed on IDEAS

    as
    1. Ritu Agarwal & Jayesh Prasad, 1998. "A Conceptual and Operational Definition of Personal Innovativeness in the Domain of Information Technology," Information Systems Research, INFORMS, vol. 9(2), pages 204-215, June.
    2. Ajzen, Icek, 1991. "The theory of planned behavior," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 179-211, December.
    3. Mary O. Borg & Stephen L. Shapiro, 1996. "Personality Type and Student Performance in Principles of Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 27(1), pages 3-25, January.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    personal innovativeness; remote learning; digital transformation; students; COVID-19;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • O33 - Economic Development, Innovation, Technological Change, and Growth - - Innovation; Research and Development; Technological Change; Intellectual Property Rights - - - Technological Change: Choices and Consequences; Diffusion Processes
    • O36 - Economic Development, Innovation, Technological Change, and Growth - - Innovation; Research and Development; Technological Change; Intellectual Property Rights - - - Open Innovation

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