Demystifying the effectiveness of emergency remote teaching during global pandemic: Evidence from India

Given the adverse impacts of the global pandemic COVID-19 on higher educational institutions worldwide, this study aims to examine the effectiveness of emergency remote teaching (ERT), especially in the developing country context, India. In addition, this study investigates the antecedents and consequences of academic performance and explores social media use as a moderator in these relationships. A carefully crafted survey instrument was distributed. Data was collected from 719 respondents from the affiliated arts and science college of a renowned university in southern India. After checking the psychometric properties of the constructs using the Smart Partial Least Squares (Smart-PLS) of structural equation modelling, and hierarchical regression was used to test the hypothesized relationships. The results of this research indicate that course content, instructor-learner interaction, and student expectation are positively associated with academic performance;social media use moderate the relationship between (i) course content and academic performance, (ii) student expectation and academic performance, and (iii) learning platforms and academic performance. The results also support the positive relationship between academic performance and students' satisfaction with ERT. https//doi.org/10.34105/j.kmel.2022.14.022

Knowledge management process, infrastructure, and system quality as resilient strategies to respond to COVID-19 pandemic challenges: Evidence from higher educational institutions in India

The COVID-19 global pandemic has adversely affected educational institutions worldwide, resulting in frequent mandatory lockdowns and social distancing rules. After waiting for a brief period, most organizations, including educational institutions, moved their operations from traditional in-class to virtual, web-based teaching-learning. As a result of unprecedented change, faculty, students, and administrators faced several challenges. However, how the educational institutions were coping with this challenging situation remained an important question. To address this, we present Knowledge Management Process (KMP), Knowledge Management System Infrastructure (KMSINF), and Knowledge Management System Quality (KMSQU) as resilient strategies to convert the challenges into opportunities. Using the KM processes and practices, a complex model is constructed to positively influence employee commitment, performance, and job satisfaction. A survey instrument was used to collect data from 747 faculty members from 14 higher educational institutions in the southern part of India. After testing the measurement properties using the Lisrel package of structural equation modeling, the complex model was tested using Hayes PROCESS macros. The results indicate (i) KMP is positively related to performance and employee commitment, (ii) employee commitment mediates the relationship between KMP and performance, (iii) KMSINF moderates the relationship between KMP and employee commitment, (iv) KMSQU moderates the moderated relationship between KMP and KMSINF in influencing the employee commitment, and (v) performance is positively related to job satisfaction. The results suggest that KM processes, system infrastructure, and system quality are effective, resilient strategies to bring educational institutions to normal functioning during the present global pandemic. The implications for KM, employee commitment, and job satisfaction are discussed.