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COVID-19 has accelerated digital transformation in teaching-learning environments. Universities based on face-to-face models have had to quickly adapt their processes to ensure the success of remote teaching-learning systems in the last months. The growing demand for technological resources has meant an effort to understand the requirements and variables that affect students’ acceptance, intention to use, and adoption of these tools. This study aims to analyze students’ acceptance of online processes adopted by universities because of the COVID-19 scenario. Although this study is based on a Technology Acceptance Model (TAM), it also considers other factors, such as perceived efficiency and satisfaction. A questionnaire was built and distributed to 313 students. The data were processed using the Structural Equation Model (SEM) method. The results indicate that 30.7% of the students improved their views of remote education using online systems. However, 49.9% of students do not believe that face-to-face teaching-learning education will be replaced by virtual teaching-learning education in the long term. Our findings confirm that the enriched TAM model built provides a useful theoretical approach to understanding and explaining users’ acceptance of remote learning environments when there is a need to rapidly migrate from face-to-face to online teaching-learning processes.

Change of Processes in the COVID-19 Scenario: From Face-to-Face to Remote Teaching-Learning Systems