Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey-Reference-Cited by-同舟云学术

Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey

Published:2021-04-14 Issue:6 Volume:26 Page:6823-6845
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Aguilera-Hermida A. Patricia^ORCID,Quiroga-Garza Angélica^ORCID,Gómez-Mendoza Sanjuana,Del Río Villanueva Carmen Amalia^ORCID,Avolio Alecchi Beatrice^ORCID,Avci Dilek^ORCID

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Link

https://link.springer.com/content/pdf/10.1007/s10639-021-10473-8.pdf

Reference62 articles.

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2. Affouneh, S., Salha, S., & Khlaif, Z. N. (2020). Designing quality e-learning environments for emergency remote teaching in coronavirus crisis. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(2), 135–137. https://doi.org/10.30476/ijvlms.2020.86120.1033.

3. Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to Covid-19. International Journal of Educational Research Open, 1. https://doi.org/10.1016/j.ijedro.2020.100011.

4. Albelbisi, N. A., & Yusop, F. D. (2019). Factors influencing learners’ self–regulated learning skills in a massive open online course (MOOC) environment. Turkish Online Journal of Distance Education, 20(3), 1–16. https://doi.org/10.17718/tojde.598191.

5. Alghamdi, A., Karpinski, A. C., Lepp, A., & Barkley, J. (2020). Online and face-to-face classroom multitasking and academic performance: Moderated mediation with self-efficacy for self-regulated learning and gender. Computers in Human Behavior, 102, 214–222. https://doi.org/10.1016/j.chb.2019.08.018.

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