DC FieldValueLanguage
dc.contributor.authorKonstantoulaki, Kleopatra-
dc.contributor.authorToumpalidou, Soultana Anna-
dc.date.accessioned2024-02-29T12:48:36Z-
dc.date.available2024-02-29T12:48:36Z-
dc.date.issued2023-01-13-
dc.identifierscopus-85124205469-
dc.identifier.issn19348835-
dc.identifier.other85124205469-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1266-
dc.description.abstractPurpose: Over the past year, the widespread pandemic has changed people’s lifestyles around the world. Educational services providers had to adapt to this new reality. Therefore, distance learning has been widely used by universities all over the world, even though some institutions were not prepared for this sudden change to their service provision. As such distance learning methods, while they are not new in the academic community, were massively introduced and redesigned to help students’ attend lectures and acquire new knowledge. The introduction of new technologies has further helped students’ and teaching staff speed up the process and improve methods of teaching and learning, including access to educational material, virtual classes and live meetings. The aim of this paper is to tap on the new form of higher education provision in the pandemic economy; more specifically, the authors aim to assess the impact of this change on university students’ and investigate the effect of attitudes towards distance learning as a drive of university students’ decision-making. Design/methodology/approach: Distance learning has been widely used by Greek universities, even though some institutions were not prepared for this sudden change to their teaching methods. To assess the impact of this change on university students, research was conducted on 1,550 students’ at Democritus University of Thrace, Greece, and a two-step cluster analysis was conducted to reveal three equally sized clusters, namely, technology mature, technology conservatives and sceptics of e-learning. Findings: The results reveal that although students’ found distance learning implementation the satisfactory, most of them are sceptical about the future of distance learning methods. Their main objections focus on the way distance learning is practiced. They also shared their objections regarding the future of e-learning and online exams. Originality/value: This study is based on the extant pros and cons of distance learning and provides new knowledge on students’ attitudes towards distance learning. This where the manuscript offers value, as to the best of the authors’ knowledge, this is the first study in the post COVID-19 era that offers new empirical data relating to attitudes towards online services provision in the higher education sector.en_US
dc.language.isoenen_US
dc.relation.ispartofInternational Journal of Organizational Analysisen_US
dc.subjectAttitudesen_US
dc.subjectCOVID-19en_US
dc.subjectDecision-makingen_US
dc.subjectDistance learningen_US
dc.subjectEducationen_US
dc.titleEducation in the pandemic economy: attitudes towards distance learning as a drive of university students’ decision makingen_US
dc.typeArticleen_US
dc.identifier.doi10.1108/IJOA-09-2021-2965en_US
dc.identifier.scopus2-s2.0-85124205469-
dcterms.accessRights0en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume31en_US
dc.relation.issue1en_US
dc.identifier.spage50en_US
dc.identifier.epage62en_US
dc.linkhttps://www.scopus.com/record/display.uri?eid=2-s2.0-85124205469&origin=inward&txGid=514fa1c4c21203c739b95276b053f37aen_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsSubscriptionen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-0481-3637-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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