With the COVID-19 outbreak, the digitalization of education has created complex issues for tertiary education, where profound changes in education delivery have been identified. As a result, the rapid transition from face-to-face to virtual learning has caused learners to resist change and prefer to remain in their status quo. Given the scarcity of detailed theoretical and practical considerations and attributing the COVID-19 pandemic to the education transition, this study presents a robust and validated model that orchestrates the combined effect on learners when changing from face-to-face to virtual in tertiary education. We collected the data from focus groups that were held with tertiary students from various nations, grounded in the Status Quo Bias theory in the a-priori model, for validation. The key constructs identified are switching costs and perceived value. And the validated model can be used as a groundwork in both academia and practitioners in future changing conditions.


Paper Number 1654; Track e-Learning; Complete Paper



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