Solomon Abekah Keelson, Michael Mensah and Isaac Nanekum
The upsurge of the COVID-19 pandemic compelled education institutions to start adopting online technologies available for teaching and learning. Based on the literature, we expect students flow experience to influence students perceived service quality and intention to accept online learning. Therefore, the purpose of the current research was to investigate the dimensions of students flow experience of online learning and how it affects their perception of service quality, and ultimately influence students intention to accept online learning as alternative learning model. Research questionnaire instrument was distributed through an online survey (e.g., google form), to gather data from 362 respondents for the study. Data were collected and analysed using structural equation modelling (SEM) supported by AMOS 5.0 with maximum likelihood estimation in order to test the proposed hypotheses. The results showed that students flow experience influence their perceived learning process quality and their intention to accept online learning model. The study further identified balance of challenge of task, immediate feedback on task and time distortions as the dimensions of online learning flow experience. Practical and policy implications of the effect of students flow experience on their perceived service quality and intention to accept online learning were discussed.