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Extended Technology Acceptance Model to Examine the Use of Google Forms – based Lesson Playlist in Online Distance Learning
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Extended Technology Acceptance Model to Examine the Use of Google Forms – based Lesson Playlist in Online Distance Learning (2021)Extended Technology Acceptance Model to E…The Impact of the COVID-19 Pandemic on User Experience with Online Education Platforms in China (2020)The Impact of the COVID-19 Pa…Online learning amid the COVID-19 pandemic: Students perspectives (2020)Online learning amid the COVI…Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model (2020)Learning Management System Ad…Challenges to Online Medical Education During the COVID-19 Pandemic (2020)Challenges to Online Medical …Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context (2020)Challenges and Opportunities …Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany (2020)Adapting to online teaching d…Technology acceptance model in educational context: A systematic literature review (2019)Technology acceptance model i…Factors impacting special education teachers’ acceptance and actual use of technology (2019)Factors impacting special edu…Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education (2019)Extending the Technology Acce…Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model (2019)Exploring Students’ Acceptanc…A review of using partial least square structural equation modeling in e‐learning research (2019)A review of using partial lea…Explicating the influences that explain intention to use technology among English teachers in China (2017)Explicating the influences th…Measuring the Moderating Effect of Gender and Age on E-Learning Acceptance in England: A Structural Equation Modeling Approach for An Extended Technology Acceptance Model (2014)Measuring the Moderating Effe…E‐Learning in a Mega Open University: Faculty attitude, barriers and motivators (2007)E‐Learning in a Mega Open Uni…Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology (1989)Perceived Usefulness, Perceiv…Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Evaluating Structural Equatio…EXAMINING UNIVERSITY STUDENTS’ BEHAVIOURAL INTENTION TO DISTANCE LEARNING DURING COVID-19: AN EXTENDED TAM MODEL (2023)EXAMINING UNIVERSITY STUDENTS…Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research (1975)Self-efficacy mechanism in human agency. (1982)User Acceptance of Computer Technology: A Comparison of Two Theoretical Models (1989)A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)Student barriers to online learning: A factor analytic study (2005)Digital divides? Student and staff perceptions of information and communication technologies (2009)Factors influencing faculty satisfaction with online teaching and learning in higher education (2009)Diffusion of Innovations (2015)Diffusion of Innovations 1 (2019)Secondary School Mathematics Teachers’ Views on E-learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia (2020)The theory of planned behavior (1991)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Examining the moderating effect of individual-level cultural values on users’ acceptance of E-learning in developing countries: a structural equation modeling of an extended technology acceptance model (2016)Measuring Students’ Use of Zoom Application in Language Course Based on the Technology Acceptance Model (TAM) (2021)From Intentions to Actions: A Theory of Planned Behavior (1985)User Acceptance of Information Technology: Toward A Unified View1 (2003)Profiling teachers' readiness for online teaching and learning in higher education: Who's ready? (2020)“Extending the Technology Acceptance Model (TAM) to Predict University Students’ Intentions to Use Metaverse-Based Learning Platforms” (2023)Acceptance of artificial intelligence among pre-service teachers: a multigroup analysis (2023)Determining Sample Size for Research Activities (1970)Accepting financial transactions using blockchain technology and cryptocurrency: A customer perspective approach (2020)A conceptual framework for determining metaverse adoption in higher institutions of gulf area: An empirical study using hybrid SEM-ANN approach (2022)Educational Technology Adoption: A systematic review (2022)Mental Health of College Students and Their Non–College-Attending Peers (2008)Mental Health Problems and Help-Seeking Behavior Among College Students (2009)A critical analysis of the impacts of COVID-19 on the global economy and ecosystems and opportunities for circular economy strategies (2020)COVID ‐19 and online teaching in higher education: A case study of Peking University (2020)Effect of pandemic based online education on teaching and learning system (2021)COVID-19: 20 countries’ higher education intra-period digital pedagogy responses (2020)Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective (2020)Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective (2020)Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia (2020)Emergency remote teaching in higher education: mapping the first global online semester (2021)Computer availability, computer experience and technophobia among public school teachers (1995)Learning to teach online or learning to become an online teacher: an exploration of teachers’ experiences in a blended learning course (2011)Technophobia among older Internet users (2018)Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective (2020)Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners (2020)Online-Learning due to COVID-19 Improved Mental Health Among Medical Students (2020)Knowledge and Teaching:Foundations of the New Reform (1987)Self-Efficacy: The Exercise of Control (1999)Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)Impacts of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review (2022)Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic (2022)Workplace literacy skills—how information and digital literacy affect adoption of digital technology (2022)A General Approach to Confirmatory Maximum Likelihood Factor Analysis (1969)Intraclass Reliability Estimates: Testing Structural Assumptions (1974)Significance tests and goodness of fit in the analysis of covariance structures. 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References

  • 1981Evaluating Structural Equation Models with Unobservable Variables and Measurement Error113,385 cited
  • 1989Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology75,250 cited
  • 2020Online learning amid the COVID-19 pandemic: Students perspectives2,205 cited
  • 2020Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany1,916 cited
  • 2020Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context1,473 cited
  • 2019Technology acceptance model in educational context: A systematic literature review1,398 cited
  • 2019Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model712 cited
  • 2020Challenges to Online Medical Education During the COVID-19 Pandemic614 cited
  • 2014Measuring the Moderating Effect of Gender and Age on E-Learning Acceptance in England: A Structural Equation Modeling Approach for An Extended Technology Acceptance Model289 cited
  • 2007E‐Learning in a Mega Open University: Faculty attitude, barriers and motivators267 cited
  • 2020The Impact of the COVID-19 Pandemic on User Experience with Online Education Platforms in China245 cited
  • 2017Explicating the influences that explain intention to use technology among English teachers in China244 cited
  • 2020Learning Management System Adoption in Higher Education Using the Extended Technology Acceptance Model

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183 cited
  • 2019Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education163 cited
  • 2019Factors impacting special education teachers’ acceptance and actual use of technology157 cited
  • 2019A review of using partial least square structural equation modeling in e‐learning research151 cited
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    • 2023EXAMINING UNIVERSITY STUDENTS’ BEHAVIOURAL INTENTION TO DISTANCE LEARNING DURING COVID-19: AN EXTENDED TAM MODEL4 cited