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Academic Self-Perception and Course Satisfaction among University Students Taking Virtual Classes during the COVID-19 Pandemic in the Kingdom of Saudi-Arabia (KSA)
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Academic Self-Perception and Course Satisfaction among University Students Taking Virtual Classes during the COVID-19 Pandemic in the Kingdom of Saudi-Arabia (KSA) (2021)Academic Self-Perception and Course Satis…COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators (2021)COVID-19 Emergency eLearning …Studying During the COVID-19 Pandemic: A Qualitative Inductive Content Analysis of Nursing Students’ Perceptions and Experiences (2020)Studying During the COVID-19 …Perceived stress among students in virtual classrooms during the COVID-19 outbreak in KSA (2020)Perceived stress among studen…Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective (2020)Online Teaching and Learning …Distance education as a response to pandemics: Coronavirus and Arab culture (2020)Distance education as a respo…Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19 (2020)Compassionate Flexibility and…Distance Learning—Predictions and Possibilities (2018)Distance Learning—Predictions…Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance (2015)Student Engagement, Academic …Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale (2015)Examining perceptions of acad…Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning (2013)Students’ characteristics, se…Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning (2011)Examining the relationship am…e-Learning, online learning, and distance learning environments: Are they the same? 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References

  • 2010e-Learning, online learning, and distance learning environments: Are they the same?2,041 cited
  • 2020Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective1,460 cited
  • 2010Academic self‐concept and academic achievement: Relations and causal ordering975 cited
  • 1997Social origins of self-regulatory competence937 cited
  • 2013Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning779 cited
  • 2015Examining perceptions of academic stress and its sources among university students: The Perception of Academic Stress Scale561 cited
  • 2020Distance education as a response to pandemics: Coronavirus and Arab culture427 cited
  • 2011Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning423 cited
  • 2015Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance291 cited
  • 2005Classroom Social Experiences as Predictors of Academic Performance.286 cited
  • 2020Compassionate Flexibility and Self-Discipline: Student Adaptation to Emergency Remote Teaching in an Integrated Engineering Energy Course during COVID-19277 cited
  • 2020Perceived stress among students in virtual classrooms during the COVID-19 outbreak in KSA266 cited
  • 2005Reflected Appraisals, Academic Self-Perceptions, and Math/Science Performance During Early Adolescence.

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259 cited
  • 2018Distance Learning—Predictions and Possibilities247 cited
  • 2021COVID-19 Emergency eLearning and Beyond: Experiences and Perspectives of University Educators240 cited
  • 2020Studying During the COVID-19 Pandemic: A Qualitative Inductive Content Analysis of Nursing Students’ Perceptions and Experiences206 cited
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