Factors Influencing the Acceptance and Adoption of Online Learning in Response to the COVID-19 Pandemic

Introduction

The emerging COVID-19 results from a new family of coronavirus that had not previously been identified in humans and was first detected in Wuhan, China. Coronaviruses found in animals such as rats, snakes, bats, camels, chickens, swine, and dogs have been transmitted to humans. However, a new coronavirus was initially detected in bats and named bat-SARS-Cov-2, identified in 84% of Chinese horseshoe bats (Wang, Horby, Hayden, & Gao, 2020). Coronaviruses are a large family of viruses identified as an infectious disease known to cause illnesses such as severe acute respiratory syndrome (SARS) and categorized by the WHO as a global pandemic (World Health Organization, 2020). Worldwide health measures have been enforced, such as wearing masks, social distancing, continuous sanitation, and many countries have resolved to partial/total quarantine.

In a chaotic era, such as COVID-19, where learners and faculty sharing space is impossible, the advancement of technology-enabled educational institutions to transition to online learning is required. However, not all educational institutions managed this transition in an exemplary manner due to the lack of guidance in the literature. Online education includes many terms used in the literature, such as e-learning, online learning, flexible learning, virtual learning, blended learning, and technology-enhanced learning (Albasayna, 2016). E-learning requires using hardware, software, and telecommunication technologies to support and manage teaching and learning activities in or outside of the classroom. However, online learning is to be involved in the learning experience through an internet connection. Online learning is a combination of blended learning and e-learning as it generally uses learning management systems (LMS), or tools like Microsoft Teams, Zoom, or cloud meetings, etc. Technology-enhanced learning is a continuously developing field because technology is dynamic, and the immediate transition to online learning during a crisis is directly affected by this dynamic state.

The State of Kuwait is a developing country and, even before the COVID-19 crisis, the use of ICTs and the implementation of e-learning was still in its infancy. The education system is still a traditional system based on face-to-face interactions and classroom learning activities (AlKharang, 2014; Al-Hunaiyyan, Al-Hajri, & Al-Sharhan, 2019; Al-Hunaiyyan, Alhajri, & Al-Sharhan, 2018). Many attempts and initiatives were introduced to support online learning, and many of them failed. Kuwait, like many others, has started the use of e-learning in public educational institutions, but, according to Alkharang (2014), it is slipping behind other countries despite its high standard of living due to relatively low innovation and capabilities. Kuwait responded quickly and closed schools, colleges, and universities on March 1, 2020, to control the spread of COVID-19. In response to banning face-to-face teaching, educational authorities in Kuwait discussed the issue of maintaining continuity of learning in which online learning was an option.

This study addresses the acceptance of instructors/students to online learning during the COVID-19 crisis. The research is a pioneer among its field in Kuwait, as no investigation has been conducted at the time of writing. The research objectives are to understand the factors that influence the sudden acceptance and adoption of online learning in a crisis and to shed light on the opportunities, challenges, and perspectives of instructors/students. Therefore, this research seeks to address the following questions: What are instructors’/students’ perceptions of the effectiveness of online learning to maintain the continuity of the academic year? What are the most convenient teaching practices for online learning? Are instructors/students ready to use online learning because of the COVID-19 crisis? What are the challenges and barriers affecting the acceptance and adoption of online learning? To address the research objectives and answer the research questions, a framework that involves a questionnaire was developed, and statistical analysis was used to analyze the results. The framework was administered in Kuwait’s educational environment, where data were collected from instructors/students at various institutions.