Critical success factors for e-learning acceptance: Confirmatory factor models

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Extending the TAM for a World-Wide-Web context

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Applying the Technology Acceptance Model and Flow Theory to Online Consumer Behavior

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Explaining the Role of User Participation in Information System Use

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Re-Examining Perceived Ease of Use and Usefulness: A Confirmatory Factor Analysis

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The technology acceptance model and the World Wide Web

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Evaluating E-learning systems success: An empirical study

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Investigating the determinants and age and gender differences in the acceptance of mobile learning

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Predicting user acceptance of collaborative technologies: An extension of the technology acceptance model for e-learning

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Critical success factors for e-learning in developing countries: A comparative analysis between ICT experts and faculty

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Blended learning effectiveness: the relationship between student characteristics, design features and outcomes

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Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction

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E-learning, M-learning and D-learning: Conceptual definition and comparative analysis

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Understanding the MOOCs continuance: The role of openness and reputation

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Multi-dimensional students’ evaluation of e-learning systems in the higher education context: An empirical investigation

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E-learning success determinants: Brazilian empirical study

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A task–technology fit view of learning management system impact

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Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam

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Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning

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A model for measuring e-learning systems success in universities

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An empirical study of instructor adoption of web-based learning systems

Wang, W., & Wang, C. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.02.021 · Cited by 424

Cloud computing adoption and usage in community colleges

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E-learning continuance satisfaction in higher education: a unified perspective from instructors and students

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Behavioral intention, use behavior and the acceptance of electronic learning systems: Differences between higher education and lifelong learning

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Determinants of perceived usefulness of e-learning systems

Alsabawy, A. Y., Cater‐Steel, A., & Soar, J. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.07.065 · Cited by 325

Modelling the acceptance of e-learning during the pandemic of COVID-19-A study of South Korea

Baber, H. (2021) · The International Journal of Management Education · doi:10.1016/j.ijme.2021.100503 · Cited by 292

The Development of Online Project Based Collaborative Learning Using ADDIE Model

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E-learning critical success factors: Comparing perspectives from academic staff and students

Alhabeeb, A., & Rowley, J. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.08.007 · Cited by 213

Factors determining e‐learning service quality

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A conceptual framework highlighting e-learning implementation barriers

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The role of readiness factors in E-learning outcomes: An empirical study

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Use of E-Learning by University Students in Malaysian Higher Educational Institutions: A Case in Universiti Teknologi Malaysia

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E-learning continuance: The impact of interactivity and the mediating role of imagery, presence and flow

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E-learning acceptance based on technology acceptance model (TAM)

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Factors Affecting Learners’ Adoption of an Educational Metaverse Platform: An Empirical Study Based on an Extended UTAUT Model

Teng, Z., Cai, Y., Gao, Y., Zhang, X., & Li, X. (2022) · Mobile Information Systems · doi:10.1155/2022/5479215 · Cited by 206

Examination of students' acceptance of and intention to use learning management systems using extended TAM

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The dimensions of e-learning quality: from the learner’s perspective

Jung, I. (2010) · Educational Technology Research and Development · doi:10.1007/s11423-010-9171-4 · Cited by 182

Exploring E-learning Challenges During the Global COVID-19 Pandemic: A Review

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Student LMS use and satisfaction in academic institutions: The organizational perspective

Naveh, G., Tubin, D., & Pliskin, N. (2010) · The Internet and Higher Education · doi:10.1016/j.iheduc.2010.02.004 · Cited by 187

Evaluating critical success factors in implementing E-learning system using multi-criteria decision-making

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Key factors in learners’ satisfaction with the e-learning system at the University of Dar es Salaam, Tanzania

Mtebe, J. S., & Raphael, C. (2018) · Australasian Journal of Educational Technology · doi:10.14742/ajet.2993 · Cited by 201

Hybrid E‐Learning Acceptance Model: Learner Perceptions

Ahmed, H. M. S. (2010) · Decision Sciences Journal of Innovative Education · doi:10.1111/j.1540-4609.2010.00259.x · Cited by 175

Who or what contributes to student satisfaction in different blended learning modalities?

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Chinese students’ intentions to use the Internet-based technology for learning

Huang, F., Teo, T. P., & Zhou, M. (2019) · Educational Technology Research and Development · doi:10.1007/s11423-019-09695-y · Cited by 177

Medical Students' Perceptions and an Anatomy Teacher's Personal Experience Using an e‐Learning Platform for Tutorials During the Covid‐19 Crisis

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Acceptance and acceptability criteria: a literature review

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Barriers Effecting Successful Implementation of E-Learning in Saudi Arabian Universities

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Key Factors for Determining Student Satisfaction in Distance Learning Courses: A Study of Allama Iqbal Open University

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Influential factors for mobile learning acceptance among Chinese users

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Application of innovation diffusion theory to the E-learning process: higher education context

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Technology Matters – The Impact of Transactional Distance on Satisfaction in Online Distance Learning

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An Exploratory Factor Analysis and Reliability Analysis of the Student Online Learning Readiness (SOLR) Instrument

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Virtual interactive e‐learning application: An evaluation of the student satisfaction

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IT infrastructure services as a requirement for e-learning system success

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Analysis of Student Attitudes towards E-learning: The Case of Engineering Students in Libya

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Evaluation of the criteria and effectiveness of distance e-learning with consistent fuzzy preference relations

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The effectiveness of the emergency eLearning during COVID-19 pandemic. The case of higher education in economics in Romania

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Jordanian University Students’ Views on Emergency Online Learning During COVID-19

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Revisiting and reframing use: Implications for the integration of ICT

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Multi-criteria decision making approach in E-learning: A systematic review and classification

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Augmented fuzzy cognitive maps for modelling LMS critical success factors

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Predictors of instructors’ behavioral intention to use learning management system: A Turkish vocational college example

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Challenges of implementing e-learning in a Pakistani university

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The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students

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An empirical investigation linking learners’ adoption of blended learning to their intention of full e-learning

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Critical Success Factors for Online Distance Learning in Higher Education: A Review of the Literature

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Predicting behavioral intention to use e-learning system: A case-study in Begum Rokeya University, Rangpur, Bangladesh

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“I am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment

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e-Learning in the Saudi tertiary education: Potential and challenges

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The Impact and Effectiveness of E-Learning on Teaching and Learning

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Factors Affecting Students’ Preferences for Online and Blended Learning: Motivational vs. Cognitive

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Factors affecting the intention to use a web-based learning system among blue-collar workers in the automotive industry

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The Challenges and Prospects of Using E-learning Among EFL Students in Bisha University

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The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector

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Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system

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On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

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Modelling the factors that affect individuals’ utilisation of online learning systems: An empirical study combining the task technology fit model with the theory of planned behaviour

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Designing and validating educational standards for E-teaching in virtual learning environments (VLEs), based on revised Bloom’s taxonomy

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Zoom In, Zoom Out: The Impact of the COVID-19 Pandemic in the Classroom

Jóia, L. A., & Lorenzo, M. F. (2021) · Sustainability · doi:10.3390/su13052531 · Cited by 113

Critical success factors for eLearning in Saudi Arabian universities

Alhabeeb, A., & Rowley, J. (2017) · International Journal of Educational Management · doi:10.1108/ijem-01-2016-0006 · Cited by 112

Determinants of Student Satisfaction in Online Tutorial: A Study of A Distance Education Institution

Harsasi, M., & Sutawijaya, A. (2018) · Turkish Online Journal of Distance Education · doi:10.17718/tojde.382732 · Cited by 112

Variables affecting online learning readiness in an open and distance learning university

Fırat, M., & Bozkurt, A. (2020) · Educational Media International · doi:10.1080/09523987.2020.1786772 · Cited by 111

Students’ perceptions on incorporating e-learning into teaching and learning at the University of Ghana

Tagoe, M. A. (2012) · The International Journal of Education and Development using Information and Communication Technology (The University of the West Indies) · Cited by 109

Models of e-learning adopted in the Middle East

Mirza, A. A., & Abdulkareem, M. B. (2011) · Applied Computing and Informatics · doi:10.1016/j.aci.2011.05.001 · Cited by 107

Investigating a Blended Learning Environment: Contribution of Attitude, Interaction, and Quality of Teaching to Satisfaction of Graduate Students of TEFL

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E-learning systems versus instructional communication tools: Developing and testing a new e-learning user interface from the perspectives of teachers and students

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Learners’ Perspective on Critical Factors to LMS Success in Blended Learning: An Empirical Investigation

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An analysis of students' perspectives on e-learning participation – the case of COVID-19 pandemic

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Social Network System in Classroom: Antecedents of Edmodo © Adoption

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The Impact of CMS Quality on the Outcomes of E‐learning Systems in Higher Education: An Empirical Study

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Factors Influencing the Students’ Acceptance of E-Learning at Teacher Education Institute: An Exploratory Study in Malaysia

Taat, M. S., & Francis, A. (2019) · International Journal of Higher Education · doi:10.5430/ijhe.v9n1p133 · Cited by 105

Technology-supported management education: a systematic review of antecedents of learning effectiveness

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E-learning: development of a model to assess the acceptance and readiness of technology among language learners

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Student Engagement in Online Learning: Learners Attitude Toward E-Mentoring

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Factors Affecting Students’ Behavioral Intention to Use LMS at a Turkish Post-Secondary Vocational School

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Identification and prioritization of critical issues for the promotion of e-learning in Pakistan

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An application of the performance-evaluation model for e-learning quality in higher education

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A proposed model of e-learning tools acceptance among university students in developing countries

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Introducing a learning management system at a Russian university: Students' and teachers' perceptions

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Technostress in students and quality of online learning: role of instructor and university support

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Business undergraduates’ perceived use outcomes of Moodle in a blended learning environment: The roles of usability factors and external support

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Finnish university students' satisfaction with e-learning outcomes during the COVID-19 pandemic

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A qualitative study of students' perspective on e-learning adoption in India

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Podcasting acceptance on campus: The differing perspectives of teachers and students

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What leads people to keep on e-learning? An empirical analysis of users' experiences and their effects on continuance intention

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E-learning critical success factors: an exploratory investigation of student perceptions

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Critical Success Factors for the of Acceptance and Use of an LMS - The Case of e-CLASS

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Critical success factors for e-learning at university level: A case study from Da Nang University of Technology and Education (UTE-DN)

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