1School of Business Administration, Dongbei University of Finance and Economics, Dalian, Liaoning, China
3Global Institute of Management and Economics, Dongbei University of Finance and Economics, Dalian, Liaoning, China
(*Corresponding author) email id: sdzhangqilin@126.com
****faizanalam333@ibc.dufe-edu.cn
Online Published on 19 September, 2022.
Online education is the new normal in the prevailing COVID-19 pandemic situation; however, its effectiveness in developing countries having a lack of resources is doubted. We have adopted the technology adoption model to investigate students’ and teachers’ intentions towards online education concerning lack of perceived resources, lack of perceived facilitative conditions, perceived anxiety, and COVID-19 stress on students and teachers’ behavioral intention to use online education. To test our hypothesis, a total of 335 students’ and 313 teachers’ data is collected who have participated in online education amidst the pandemic. The results suggest that the lack of resources, facilitative conditions, anxiety, and COVID-19 pandemic stress negatively affect students’ and teachers’ perceived ease of use and perceived usefulness of online classes. Overall, the findings suggest that for developing countries, the large-scale adoption of e-learning is counter-productive and requires an alternate solution.
E-learning, Technology Acceptance model, COVID-19 and Education, COVID-19 stress
