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Educators’ emotions involved in the transition to online teaching in higher education
15 references·7 citing·38 second hop
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References

  • 2019Diffusion of Innovations 137,320 cited
  • 2003Diffusion of innovations.13,723 cited
  • 2010Interpretative Phenomenological Analysis: Theory, Method and Research8,160 cited
  • 2008Qualitative Psychology: A Practical Guide to Research Methods4,350 cited
  • 2020Interpretative Phenomenological Analysis4,040 cited
  • 2000Dilemmas in qualitative health research2,306 cited
  • 2012Interpretative phenomenological analysis.1,638 cited
  • 1983The British Journal of Educational Psychology1,051 cited
  • 2019Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation385 cited
  • 2007Committed for life? Variations in teachers’ work, lives and effectiveness366 cited
  • 2006Reflections on Investigating Emotion in Educational Activity Settings346 cited
  • 2011Switch: How to Change Things When Change Is Hard303 cited
  • 2016Blended instructional practice: A review of the empirical literature on instructors' adoption and use of online tools in face-to-face teaching221 cited
  • 2018Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens198 cited
  • 2013Teacher Educators' Readiness, Preparation, and Perceptions of Preparing Preservice Teachers in a Fully Online Environment: An Exploratory Study

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197 cited

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  • 2024Hybrid SEM-ANN model for predicting undergraduates’ e-learning continuance intention based on perceived educational and emotional support15 cited
  • 2023A caring transformation of international education: possibilities, challenges and change15 cited
  • 2023Understanding English‐as‐a‐foreign‐language university teachers' synchronous online teaching satisfaction: A Chinese perspective13 cited
  • 2024The Influence of Educational and Emotional Support on e-Learning Continuance Intention: A Two-Stage Approach PLS-SEM and ANN Analysis13 cited
  • 2025Enhancing Integrated Learning in Higher Education: Affective and Psycho-Social Dimensions of Creative Learning4 cited