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Journal of International Technology and Information Management

Document Type

Article

Abstract

Due to the lockdown and remote working practices, academic universities around the world have been forced to adopt new technology. Online courses and exams enabled the use of new applications. During the pandemic, innovative technological adoption became faster, overriding the usual diffusion time lag. The transition was so fast that it presented a slew of new challenges to India's academic communities. An open-ended online survey was used to gather data from faculty members, students, and non-teaching staff at higher educational institutions. Several concepts about transitional challenges emerged from the qualitative data analysis. The results revealed the significant commitment needed to implement modern online technologies, the lack of necessary resources, and the obstacles that participants' home environments presented for teaching and learning. There were also questions about the effectiveness of online learning as well as anxiety and stress could cause. Participants' suggestions unraveled the importance of flexibility and change needed for the appraisal and evaluation methods employed in higher education. The results expanded the notion of the rate of adoption under the diffusion of innovation theory. The study results shed light on how academic institutions could create successful technology adoption procedures for remote learning policies.

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