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Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands
16 references·16 citing·47 second hopsampled
Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands (2020)Teachers’ online teaching expectations an…US-China Education Review A (2025)US-China Education Review ATeachers’ Everyday Professional Development (2016)Teachers’ Everyday Profession…Social Research Methods (2016)Social Research MethodsWhat is Technological Pedagogical Content Knowledge (TPACK)? (2013)What is Technological Pedagog…Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses (2013)Interaction, Internet self-ef…Teacher value beliefs associated with using technology: Addressing professional and student needs (2010)Teacher value beliefs associa…Teacher Technology Change (2010)Teacher Technology ChangeEpistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK) (2008)Epistemological and methodolo…Predictors for Student Success in an Online Course (2007)Predictors for Student Succes…Teaching Courses Online: A Review of the Research (2006)Teaching Courses Online: A Re…Online Learning: Social Interaction and the Creation of a Sense of Community (2004)Online Learning: Social Inter…A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)A Theoretical Extension of th…A Theoretical Extension of the Technology Acceptance Model (2000)A Theoretical Extension of th…Handbook of literacy and technology: transformations in a post-typographic world (1998)Handbook of literacy and tech…Enhancing teaching through constructive alignment (1996)Enhancing teaching through co…Computer Self-Efficacy: Development of a Measure and Initial Test (1995)Computer Self-Efficacy: Devel…Blended learning in higher education: the integrated and distributed model and a thematic analysis (2024)Blended learning in higher ed…Modeling teachers' and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education (2023)Modeling teachers' and studen…Developing Elementary School Teacher’s Professional Competence in Composing Traditional Songs: An Action Research in Indonesia (2023)Developing Elementary School …“The students keep me hopeful”: Teacher hope during the COVID-19 pandemic (2023)“The students keep me hopeful…Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic? (2022)Providing emergency remote te…Öğretim Elemanlarının Uzaktan Öğretim Performanslarında Dijital Okuryazarlık Düzeyinin ve Örgütsel Destek Algısının Rolü (2022)Öğretim Elemanlarının Uzaktan…Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology (2022)Migration of an Escape Room–S…Librarians’ Competencies in Teaching Information Literacy in the Online Environment (2022)Librarians’ Competencies in T…Exploring the Impacts of Social Media Usage on a Chinese International Student’s Identity Development (2022)Exploring the Impacts of Soci…Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey (2022)Examining teachers’ behaviour…COVID-19-Related Job Demands and Resources, Organizational Support, and Employee Well-Being: A Study of Two Nordic Countries (2022)COVID-19-Related Job Demands …Lockdown Learning: Changes in Online Foreign-Language Study Activity and Performance of Dutch Secondary School Students During the COVID-19 Pandemic (2021)Lockdown Learning: Changes in…Exploring online readiness in the context of the COVID 19 pandemic (2021)Exploring online readiness in…Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study (2021)Emergence of the Online-Merge…Adopting technology in schools: modelling, measuring and supporting knowledge appropriation (2021)Adopting technology in school…Active learning tools improve the learning outcomes, scientific attitude, and critical thinking in higher education: Experiences in an online course during the COVID ‐19 pandemic (2021)Active learning tools improve…Those Who Understand: Knowledge Growth in Teaching (1986)Knowledge and Teaching:Foundations of the New Reform (1987)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences (2011)Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence (2011)Teacher beliefs and technology integration (2012)The Reflective Practitioner: How Professionals Think in Action (1985)Situated Cognition and the Culture of Learning (1989)What the Student Does: teaching for enhanced learning (1999)Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006)The Concept of Mind (2006)Trends in Global Higher Education: Tracking an Academic Revolution (2010)Qualitative research and evaluation methods (1980)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)Factors affecting technology integration in K-12 classrooms: a path model (2009)Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Qualitative inquiry and research design: choosing among five traditions. (1998)Qualitative research and case study applications in education (1998)Modeling primary school pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (2011)Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology-enabled learning (2012)Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development (2012)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)Self-Efficacy: The Exercise of Control (1999)Predicting student satisfaction and perceived learning within online learning environments (2018)Pembelajaran Online di Tengah Pandemi Covid-19 (2020)Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people (2021)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Determinants of Perceived Ease of Use: Integrating Control, Intrinsic Motivation, and Emotion into the Technology Acceptance Model (2000)User Acceptance of Information Technology: Toward A Unified View1 (2003)Technology Acceptance Model 3 and a Research Agenda on Interventions (2008)Educational Research: An Introduction (1965)Mind in Society: The Development of Higher Psychological Processes (1978)A taxonomy for learning, teaching, and assessing : a revision of Bloom's taxonomy of educational objectives (2001)Measuring self-regulation in online and blended learning environments (2008)Online formative assessment in higher education: A review of the literature (2011)Online Education and Its Effective Practice: A Research Review (2016)Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)The theory of planned behavior (1991)Trust and TAM in Online Shopping: An Integrated Model1 (2003)Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology1 (2012)Teacher beliefs and technology integration practices: A critical relationship (2012)Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence (2016)Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic (2020)Conducting the Pilot Study: A Neglected Part of the Research Process? Methodological Findings Supporting the Importance of Piloting in Qualitative Research Studies (2019)How Do Companies Respond to Environmental, Social and Governance (ESG) ratings? Evidence from Italy (2020)Influencer Endorsements: How Advertising Disclosure and Source Credibility Affect Consumer Purchase Intention on Social Media (2020)
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References

  • 2000A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies22,991 cited
  • 1995Computer Self-Efficacy: Development of a Measure and Initial Test6,414 cited
  • 2016Social Research Methods4,445 cited
  • 1996Enhancing teaching through constructive alignment4,064 cited
  • 2013What is Technological Pedagogical Content Knowledge (TPACK)?2,787 cited
  • 2010Teacher Technology Change2,549 cited
  • 2008Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK)1,326 cited
  • 2006Teaching Courses Online: A Review of the Research1,266 cited
  • 2013Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses1,021 cited
  • 2010Teacher value beliefs associated with using technology: Addressing professional and student needs693 cited
  • 2025US-China Education Review A655 cited
  • 2000A Theoretical Extension of the Technology Acceptance Model601 cited
  • 2007Predictors for Student Success in an Online Course453 cited
  • 2016Teachers’ Everyday Professional Development430 cited
  • 2004Online Learning: Social Interaction and the Creation of a Sense of Community

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400 cited
  • 1998Handbook of literacy and technology: transformations in a post-typographic world279 cited
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    • 2022Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey91 cited
    • 2022Providing emergency remote teaching: What are teachers’ needs and what could have helped them to deal with the impact of the COVID-19 pandemic?68 cited
    • 2021Adopting technology in schools: modelling, measuring and supporting knowledge appropriation64 cited
    • 2021Emergence of the Online-Merge-Offline (OMO) Learning Wave in the Post-COVID-19 Era: A Pilot Study61 cited
    • 2021Exploring online readiness in the context of the COVID 19 pandemic60 cited
    • 2021Lockdown Learning: Changes in Online Foreign-Language Study Activity and Performance of Dutch Secondary School Students During the COVID-19 Pandemic57 cited
    • 2024Blended learning in higher education: the integrated and distributed model and a thematic analysis48 cited
    • 2022Migration of an Escape Room–Style Educational Game to an Online Environment: Design Thinking Methodology35 cited
    • 2022COVID-19-Related Job Demands and Resources, Organizational Support, and Employee Well-Being: A Study of Two Nordic Countries18 cited
    • 2022Librarians’ Competencies in Teaching Information Literacy in the Online Environment6 cited
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    • 2022Öğretim Elemanlarının Uzaktan Öğretim Performanslarında Dijital Okuryazarlık Düzeyinin ve Örgütsel Destek Algısının Rolü5 cited
    • 2023Developing Elementary School Teacher’s Professional Competence in Composing Traditional Songs: An Action Research in Indonesia3 cited
    • 2023“The students keep me hopeful”: Teacher hope during the COVID-19 pandemic1 cited