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

Amila Pilav-Veliæ (), Hatidža Jahiæ (), Jasmina Okièiæ (), Jasmina Selimoviæ () and Elvedin Grabovica ()
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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

Zbornik radova Ekonomskog fakulteta u Rijeci/Proceedings of Rijeka Faculty of Economics, 2021, vol. 39, issue 2, 325-347

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.

Keywords: personal innovativeness; remote learning; digital transformation; students; COVID-19 (search for similar items in EconPapers)
JEL-codes: I21 I23 O33 O36 (search for similar items in EconPapers)
Date: 2021
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