Translating a value-based framework for resilient e-learning impact in post COVID-19 times: Research-based Evidence from Higher Education in Kuwait

Afnan Alkhaldi; Sawsan Malik; Rashed Alhaimer; Abdullah Alshaheen; Miltiadis D Lytras

doi:10.1016/j.heliyon.2024.e24271

Translating a value-based framework for resilient e-learning impact in post COVID-19 times: Research-based Evidence from Higher Education in Kuwait

Heliyon. 2024 Jan 14;10(2):e24271. doi: 10.1016/j.heliyon.2024.e24271. eCollection 2024 Jan 30.

Authors

Afnan Alkhaldi¹, Sawsan Malik¹, Rashed Alhaimer¹, Abdullah Alshaheen¹, Miltiadis D Lytras²

Affiliations

¹ Faculty of Business Studies, Arab Open University, Ardiya, Kuwait.
² Effat College of Engineering, Effat University, Jeddah, P.O. Box 34689, Saudi Arabia.

Abstract

The covid-19 pandemic has changed people's daily lives and behaviors all across the world and has impacted practically every element of human existence. The introduction of remote education systems and the move toward online learning have had some of the most significant effects. The on-site operations of educational institutions, such as schools, colleges, and universities, have had to be suspended in order to stop the virus' spread. In order to effectively disseminate instructional material and guarantee the unbroken progression of students' academic endeavors, educators have been forced to look for novel approaches. The study used the Value-Based Adoption Model (VAM) as a conceptual framework to look into the factors that affected Kuwait's e-learning outcomes in the midst of the covid-19 pandemic. 382 students at Kuwaiti universities and colleges were the source of quantitative data collection. The findings revealed that peer interaction emerged as the most influential factor in shaping outcomes within the educational context of Kuwait, while instructors and course design factors were not significant. Using the VAM, this study investigated the impact of several factors on students' e-learning results during times of crisis. The research expands the existing knowledge base in the field on this subject and suggests developing a well-organized online learning crisis approach. The main contribution of this work is summarized on (i) An integrated framework for the quality of the e-learning experience in universities in post-covid-19 times and (ii) A resilient higher education institutional learning strategy model in post-covid-19 times. The findings of this paper can be generalizable to other Gulf Corporation Council (GCC) countries such as Kingdom of Saudi Arabia, Qatar, United Arab Emirates (UAE), Bahrain and Oman. This is due to the shared cultural traditions and values, along with similar educational systems among these nations.

Keywords: Cultural and social implications; Distance education; Gulf Corporation Council (GCC) countries; Knowledge management; Online learning; Value-based framework.