Self-regulation and age perspectives on moocs adoption in tanzanian higher learning Institutions: The role of technology, user, and environmental factors-Reference-Cited by-同舟云学术

Self-regulation and age perspectives on moocs adoption in tanzanian higher learning Institutions: The role of technology, user, and environmental factors

Published:2023-12-05 Issue: Volume: Page:
ISSN:1360-2357
Container-title:Education and Information Technologies
language:en
Short-container-title:Educ Inf Technol

Author:

Mandari H.^ORCID,Koloseni D.,Mahunnah M.

Publisher

Springer Science and Business Media LLC

Subject

Library and Information Sciences,Education

Link

https://link.springer.com/content/pdf/10.1007/s10639-023-12318-y.pdf

Reference90 articles.

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3. Alam, S. S., Masukujjaman, M., Susmit, S., Susmit, S., & Aziz, H. A. (2022). Augmented reality adoption intention among travel and tour operators in Malaysia: mediation effect of value alignment. Journal of Tourism Futures.

4. Alamri, M. M. (2022). Investigating students’ adoption of MOOCs during COVID-19 Pandemic: Students’ academic self-efficacy, learning engagement, and learning persistence. Sustainability, 14(2), 714.

5. Alassafi, M. O. (2022). E-learning intention material using TAM: A case study Madini. Materials Today: Proceedings Journal, 14, 8873–8877.

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