PurposeThere is a significant decrease in students' attendance in Zoom classes compared to traditional classes. This paper investigates the factors that affect students' attitudes, behavioral intentions and actual use of Zoom for online classes at higher educational institutions (HEIs) in Sri Lanka.Design/methodology/approachThis research uses the technology acceptance model (TAM) as a theoretical model. The data are collected from HEI students via an online survey form. The hypotheses between constructs in the model are tested using partial least squared–structural equation model.FindingsThe analysis shows that computer self-efficacy (CSE) affects perceived usefulness (PU) and perceived ease of use (PEU), which affects attitude (ATT) and behavioral intention (BI) and actual use (AU) of Zoom in a chain reaction. Further, PEU affects PU, which, in turn, affects BI. Furthermore, the effect size of PU to BI is larger than ATT to BI.Practical implicationsStudents' attendance for Zoom classes mainly depends on CSE, PU and PEU. Therefore, HEIs should promote Zoom with interactive training before teaching online. Further, officials should revise the curriculum in schools to upsurge the CSE of students.Originality/valueDuring coronavirus-19, no research was published on students' use of Zoom for online classes in the Sri Lankan context. Moreover, the TAM model has been modified by including CSE as an external variable.

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PurposeThe study investigates the factors that impact the adoption of learning management systems (LMSs) among educators for effective implementation of open and distance learning (ODL) environment in advanced technological institutes (ATIs).Design/methodology/approachThis study uses the extended technology acceptance model (TAM) and analyses data using the partial least square–based structural equation modelling approach to validate the construct and test proposed hypotheses. Data were collected through an online questionnaire from the respondents.FindingsThis study reveals that perceived self-efficacy and job relevance significantly impact perceived usefulness (PU) and perceived ease of use (PEU). PU, PEU and service quality significantly impact attitudes of educators, which impact their behavioural intention and actual use of LMS as a chain reaction.Practical implicationsThe management should organise hands-on training sessions to improve educators' computer self-efficacy and explain the importance of the LMS and its features to offer an effective ODL environment for delivering high-quality education.Originality/valueThe previous studies focused on LMS use from the students' point of view rather than educators. This study investigates educators' LMS adoption in ATIs using the extended TAM. The findings may be helpful for management to implement an effective ODL environment that offers fully integrated distance learning and e-learning during the prevailing COVID-19 pandemic.

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