Purpose The aim of this research was to evaluate the external factors and core elements of the technology acceptance model (TAM) that influence the adoption of distance learning platforms (DLP) and to examine the impact of DLP adoption on students’ academic performance. Design/methodology/approach To achieve the research objectives, an online survey was conducted with 783 students from Pakistani higher education institutions. The collected data were analyzed using structural equation modeling (SEM) in AMOS v26. Findings Results indicate that perceived usefulness and perceived ease of use positively influenced the adoption of DLP among students during the COVID-19 pandemic. Furthermore, the adoption of DLP is associated with improved academic performance of students in the COVID-19 pandemic. The study also reveals that social isolation positively influences the perceived usefulness and adoption of DLP. Moreover, COVID-19 fear moderates the relationship between subjective norms and the adoption of DLP, but not between social isolation and the adoption of DLP among students. Research limitations/implications This study draws guidelines to assist researchers, students and relevant educational institutions in identifying the factors that influence DLP adoption and finding effective ways to promote its use. Social implications This study highlights the importance of adopting DLP to mitigate the impact of pandemics like COVID-19 on education. By embracing DLP, societies can better control the spread of such disasters and ensure the provision of education in society, even in challenging circumstances. Originality/value This study contributes to TAM by emphasizing the importance of adopting DLP during pandemics such as COVID-19 and providing insights into the determining factors of DLP adoption.
Amir et al. (Tue,) studied this question.
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