The article describes the experience of introducing cloud technologies into the process of forming the adaptive potential of students in conditions of social constraints caused by the COVID-19 pandemic. The scientific article is devoted to the problem of integrating cloud technologies not only in the process of training highly qualified specialists, but also in the formation of professionally important personality traits. Cloud technologies represent a new way of organizing the educational process and offers an alternative to traditional methods of organizing the educational process, creates an opportunity for personal learning, collective teaching, interactive classes, and the organization of psychological support. Cloud services from various providers offer users access to their resources via the Internet via free or shareware cloud applications, the hardware and software requirements of which do not imply that the user has high-performance and resource-consuming computers. Cloud computing refers to an innovative technology that allows you to combine IT resources of various hardware platforms into a single whole and provide the user with access to them via a local network or the global Internet. Technologies based on cloud computing is one of the demanded and actively developing areas of the modern information world. Based on its findings, the current study suggests several practical implications for promoting the pedagogical efficacy of online learning elements within comprehensive blended learning models in higher education institutions in the post-pandemic era.
The findings have indicated that perceived corona fear has significantly influenced perceived effort expectancy and performance expectancy, whereas facilitating conditions and technological innovativeness, contrary to the forecasts, have not significantly affected intention.
A cross-sectional survey study has been conducted in a higher education institution in Oman, involving a sample of undergraduate students and faculty. The current study aims to extend one of the prominent technology acceptance theories, namely, the Unified Theory of Acceptance and Use of Technology (UTAUT), and diffusion of innovation of theory (DIT) to investigate the acceptance and adoption of learning management systems (LMS) among students and faculty. A considerable proportion of empirical literature advocates that perceived fear associated with the pandemic is positively related to protection motivation and, hence, online learning acceptance. Despite the disruptive effects of COVID-19 on higher education institutions, the pandemic has enforced the intensive and sustained integration of new digital technologies and platforms into Education, a case that has instigated new contexts for online learning research.
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