COVID-19 brought significant, rapid changed to education, including information systems education. One of the most significant of these changes was the abrupt transition from face-to-face instruction to distance learning. As is often the case with abrupt transitions, this shift was stress inducing for many affected, including students. In this extended abstract we describe an empirical study of two types of distance learning stress, distress [stress that is detrimental to well-being] and eustress [stress that enhances well-being] in the context of distance learning. Using data from a survey of higher education students in the United States, we demonstrate that the perceived abruptness of the transition to distance learning had a positive impact on distress, and a negative impact on eustress. Further, distress and eustress impacted intentions to continue with distance learning, but these impacts were fully mediated by distance learning satisfaction.

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