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Online or face-to-face? Students' experiences and preferences in e-learning
14 references·16 citing·47 second hop
Online or face-to-face? Students' experiences and preferences in e-learning (2010)Online or face-to-face? 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this work references cited by second hop

References

  • 1992A power primer.44,746 cited
  • 1999Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education7,722 cited
  • 2003Qualitative Inhaltsanalyse : Grundlagen und Techniken6,562 cited
  • 2003EXAMINING SOCIAL PRESENCE IN ONLINE COURSES IN RELATION TO STUDENTS' PERCEIVED LEARNING AND SATISFACTION1,725 cited
  • 2001Concept of competence: A conceptual clarification1,279 cited
  • 2001Defining and selecting key competencies.1,094 cited
  • 2006Surveying instructor and learner attitudes toward e-learning778 cited
  • 2005Comparing dropouts and persistence in e-learning courses703 cited
  • 2009Learners’ acceptance of e-learning in South Korea: Theories and results638 cited
  • 2004Usability, quality, value and e-learning continuance decisions573 cited
  • 2001Understanding Fit and Appropriation Effects in Group Support Systems via Meta-Analysis1571 cited
  • 2007Research focus and methodological choices in studies into students' experiences of blended learning in higher education521 cited
  • 2006Multi-criteria evaluation of the web-based e-learning system: A methodology based on learner satisfaction and its applications448 cited
  • 2007An empirical investigation of students' behavioural intentions to use the online learning course websites397 cited

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Cited by

  • 2020Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students929 cited
  • 2020A systematic review of research on online teaching and learning from 2009 to 2018772 cited
  • 2020Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female647 cited
  • 2020Online learning performance and satisfaction: do perceptions and readiness matter?570 cited
  • 2020The effect of online learning on communication between instructors and students during Covid-19 pandemic547 cited
  • 2015Effects of e-learning on Students’ Motivation476 cited
  • 2020Development of a new model on utilizing online learning platforms to improve students’ academic achievements and satisfaction413 cited
  • 2021Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence267 cited
  • 2020The Effect of Learning Motivation, Self-Efficacy, and Blended Learning on Students’ Achievement in The Industrial Revolution 4.0256 cited
  • 2020Understanding the Most Important Facilitators and Barriers for Online Education during COVID-19 through Online Photovoice Methodology238 cited
  • 2020Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review200 cited
  • 2015Integrating Blended Learning in Higher Education200 cited
  • 2021Higher Education in Times of COVID-19: University Students’ Basic Need Satisfaction, Self-Regulated Learning, and Well-Being183 cited
  • 2022Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study161 cited
  • 2020Integrating students’ perspectives about online learning: a hierarchy of factors156 cited
  • 2018E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution154 cited