The purpose of this study is to investigate how French business schools managed the change to Emergency Remote Teaching (ERT) during the COVID-19 lockdown and to propose a rudimentary framework based on the Technology Acceptance Model.
This paper uses exploratory in-depth case studies in four French business schools to analyze the influence of the COVID-19 pandemic on the transition to Emergency Remote Teaching and whether it may lead to long-term Online Learning.
Results of this study show that, despite several constraints, French business schools efficiently managed the transition to Emergency Remote Teaching. The findings also suggest that schools may provide Online Learning as way to increase their course offerings.
This paper contributes to the extant literature on COVID-19 and organizational management by being one of the first studies to explore how French business schools made the transition to Emergency Remote Teaching and its potential long-term impact. To the best of the authors’ knowledge, this is the first paper to apply the Technology Acceptance Model to the digital transformation of the French business schools during COVID-19.
