MODERATING EFFECT TECHNOLOGY LITERACY ON THE RELATIONSHIP BETWEEN REMOTE WORK AND EMPLOYEE PERFORMANCE IN AHMADU BELLO UNIVERSITY DISTANCE LEARNING

Abstract

The rapid adoption of remote work in distance learning institutions has created a critical challenge: ensuring that employees possess the necessary digital skills to perform effectively outside the traditional office environment. This study investigates the moderating role of technology literacy on the relationship between remote work and employee performance in these settings. Drawing on the Technology Acceptance Model (TAM) and the Job Demands-Resources (JD-R) Model, the study examines how employees' proficiency in technology influences the impact of remote work on performance outcomes. Data were collected from academic and non-academic staff at an open university in Abuja and Kaduna, Nigeria, using a questionnaire survey. The results indicate that remote work positively influences employee performance, and this relationship is strengthened by employees' technological literacy. Furthermore, technology literacy significantly moderates this relationship, highlighting the importance of digital skills in optimizing performance. The study recommends that distance learning organizations prioritize investment in technology training and development programs, providing access to resources such as online tutorials, workshops, and technical support to build employees' skills and confidence. These findings offer practical implications for organizations and educational institutions aiming to enhance digital competencies and ensure employees are equipped to thrive in remote work environments.