How to cite this paper
Jeljeli, R., Farhi, F., Setoutah, S & Laghouag, A. (2022). Microsoft teams’ acceptance for the e-learning purposes during Covid-19 outbreak: A case study of UAE.International Journal of Data and Network Science, 6(3), 629-640.
Refrences
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Ahmed, U., Ismail, A. I., Fati, M., & Akour, M. A. (2021). E-Learning during COVID-19: Understanding the Nexus between Instructional Innovation, E-Psychological Capital, and Online Behavioural Engagement: Https://Doi.Org/10.1177/08920206211053101, 089202062110531. https://doi.org/10.1177/08920206211053101
Alarcón, D., & Sánchez, J. A. (2015). Assessing Convergent and Discriminant Validity in the ADHD-R IV Rating Scale : User-Written Commands for Average Variance Extracted (AVE), Composite Reliability (CR), and Heterotrait-Monotrait Ratio of Correlations (HTMT). Spanish STATA Meeting 2015, 1–39.
Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & Elearning : Perceptions & Attitudes Of Teachers Towards E-Learning Acceptance The Developing Countries. 6(2), 100–115. https://doi.org/10.5281/zenodo.4060121
Alhumaid, K., Habes, M., & Salloum, S. A. (2021). Examining the Factors Influencing the Mobile Learning Usage during COVID-19 Pandemic: An Integrated SEM-ANN Method. IEEE Access, 9, 102567–102578. https://doi.org/10.1109/ACCESS.2021.3097753
Ali, S., Khalid, A., Khan, T., & Gul, H. (2022). Medical Students & e-Learning during COVID-19 Crisis : A Structural Equation Modeling Based Study. Pakistan Journal of Medical Research, 60(4).
Alicia, A. J. (2020). Microsoft Teams As An Online Learning Tool : Exploring The Students Perspective. International Conference on Multidisciplinary Approaches in Social Sciences, Islamic & Technology (ICMASIT 2020)EISBN 978-967-2426-22-6, August, 0–9.
Ally, M., Balaji, V., Abdelbaki, A., & Cheng, R. (2017). Use of Tablet Computers to Improve Access to Education in a Remote Location. Journal of Learning for Development, 4(2), 221–228.
Almaiah, M. A., Al-lozi, E. M., Al-khasawneh, A., Shishakly, R., & Nachouki, M. (2021). Factors Affecting Students ’ Acceptance of Mobile Learning Application in Higher Education during COVID-19 Using ANN-SEM Modelling Technique.
Almodaires, A. A., Almutairi, F. M., & Almsaud, T. E. A. (2021). Pre-Service Teachers’ Perceptions of the Effectiveness of Microsoft Teams for Remote Learning. International Education Studies, 14(9), 108. https://doi.org/10.5539/ies.v14n9p108
Alsabawy, A. Y., Cater-Steel, A., & Soar, J. (2016). Determinants of perceived usefulness of e-learning systems. Computers in Human Behavior, 64, 843–858.
Alyoussef, I. Y. (2021). E-learning acceptance: the role of task–technology fit as sustainability in higher education. Sustainability (Switzerland), 13(11). https://doi.org/10.3390/su13116450
Aristovnik, A., Keržič, D., Tomaževič, N., & Umek, L. (2016). Determining factors of students’ perceived usefulness of e-learning in higher education. Proceedings of the International Conference on E-Learning, EL 2016 - Part of the Multi-Conference on Computer Science and Information Systems 2016, 3–10.
Ati, M., & Guessoum, N. (2014). eLearning in the United Arab Emirates. In U. Demiray (Ed.), E-Learning Practices (Issue May). Anadolu University.
Awang, Z. (2015). Chapter3 Validating the measurement model CFA. SEM Made Simple, 54–74.
Baki, R., Birgoren, B., & Aktepe, A. (2018). A meta-analysis of factors affecting perceived usefulness and perceived ease of use in the adoption of E-Learning systems. Turkish Online Journal of Distance Education, 19(4), 4–42. https://doi.org/10.17718/tojde.471649
Baser, F., Ture, H., Abubakirova, A., Sanlier, N., & Cil, B. (2017). Structural modeling of the relationship among food safety knowledge, Attitude and behavior of hotel staff in Turkey. Food Control, 73, 438–444. https://doi.org/10.1016/j.foodcont.2016.08.032
Bechler, C. J., Tormala, Z. L., & Rucker, D. D. (2021). The Attitude–Behavior Relationship Revisited. Psychological Science, 32(8), 1285–1297. https://doi.org/10.1177/0956797621995206
Bui, T. H., Luong, D. H., Nguyen, X. A., Nguyen, H. L., & Ngo, T. T. (2020). Impact of female students’ perceptions on behavioral intention to use video conferencing tools in COVID-19: Data of Vietnam. Data in Brief, 32, 106142. https://doi.org/10.1016/j.dib.2020.106142
Chen Ying, L., Chih-Hsuan, T., & Wan-Chuan, C. (2015). The Relationship Between Attitude Toward Using And Customer Satisfaction With Mobile Application Services: An Empirical Study From The Life Insurance Industry. Journal of Enterprise Information Management, 53(4), 194–200.
Chepkirui, J., & Huang, W. (2021). A Path Analysis Model Examining Self-Concept and Motivation Pertinent to Undergraduate Academic Performance: A Case of Kenyan Public Universities. Educational Research and Reviews, 16(3), 64–71. https://doi.org/10.5897/ERR2021.4123
Civelek, M. E. (2018). Essentials of Structural Equation Modeling. In Zea Books. https://doi.org/10.13014/k2sj1hr5
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dijkstra, T. K., & Henseler, J. (2015). Consistent partial least squares path modeling. MIS Quarterly: Management Information Systems, 39(2), 297–316. https://doi.org/10.25300/MISQ/2015/39.2.02
Dufour, J.-M. (2011). Coefficients of determination ∗. March 1983. http://arxiv.org/abs/2007.08675
Elkaseh, A. M., Wong, K. W., & Fung, C. C. (2016). Perceived Ease of Use and Perceived Usefulness of Social Media for e-Learning in Libyan Higher Education: A Structural Equation Modeling Analysis. International Journal of Information and Education Technology, 6(3), 192–199. https://doi.org/10.7763/ijiet.2016.v6.683
Elnagar, A., Afyouni, I., Shahin, I., Nassif, A. B., & Salloum, S. A. (2020). The empirical study of e-Learning post-acceptance after the spread of COVID- 19 : A multi-analytical approach based hybrid SEM-ANN. https://arxiv.org/pdf/2112.01293
Ghurah, M. A., Leng, N. S., Yusoff, R. C. M., Samy, G. N., Masrom, S., & Rizman, Z. I. (2018). e-learning acceptance based on technology acceptance model (TAM). Journal of Fundamental and Applied Sciences, 4(1), 9–10. http://dx.doi.org/10.4314/jfas.v10i1s.7
Golfashni, N. (2011). Validity and Reliability in Social Science Research. Education Research and Perspectives, 38(1), 105–123.
Gov, B. (2013). Informed Consent Background. Learning, 1–17.
Habes, M., Ali, S., Khalid, A., Haykal, H. A., Elareshi, M., Khan, T., & Ziani, A. (2021). E-Learning Acceptance During the Covid-19 Outbreak: A Cross-sectional Study. June, 65–77. https://doi.org/10.1007/978-3-030-77246-8_7
Haddock, G., & Maio, G. R. (2008). Attitudes: Content, Structure and Functions. Introduction to Social Psychology: A European Perspective., 112–133.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60. https://doi.org/10.21427/D79B73
Hussain, T., & Akhter, M. (2016). Students’ Attitude towards Technology: A Study from Pakistan. Bulletin of Education and Research, 38(1), 17–30.
Indarsin, T., & Ali, H. (2017). Attitude toward Using m-Commerce: The Analysis of Perceived Usefulness Perceived Ease of Use, and Perceived Trust: Case Study in Ikens Wholesale Trade, Jakarta – Indonesia. Saudi Journal of Business and Management Studies, 2(11), 995-1007. https://doi.org/10.21276/sjbms.2017.2.11.7
Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., Alkhalifah, A., & Al-Wutayd, O. (2020). The sudden transition to synchronized online learning during the COVID-19 Pandemic in Saudi Arabia: A qualitative study exploring medical students' perspectives. BMC Medical Education, 20(1), 1–10. https://doi.org/10.1186/s12909-020-02208-z
Khan, M. A., Vivek, Nabi, M. K., Khojah, M., & Tahir, M. (2021). Students' perception towards e-learning during covid-19 Pandemic in India: An empirical study. Sustainability (Switzerland), 13(1), 1–14. https://doi.org/10.3390/su13010057
Laurencia, K., & Sudarto, S. (2021). Intention to Use Microsoft Teams in the Online Learning System for Students of Universitas Tarumanagara During the COVID-19 Pandemic. Proceedings of the International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021), 570(Icebsh), 748–754. https://doi.org/10.2991/assehr.k.210805.118
Luik, P., & Taimalu, M. (2021). Predicting the intention to use technology in education among student teachers: A path analysis. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090564
Ly, T., Duong, N., Huyen, N., & Nguyen, U. (2021). The Challenges of E-learning Through Microsoft Teams for EFL Students at Van Lang University in COVID-19. AsiaCALL Online Journal, 12(4), 18–29. https://asiacall.info/acoj
Ma, Y. J., Gam, H. J., & Banning, J. (2017). Perceived ease of use and usefulness of sustainability labels on apparel products: application of the technology acceptance model. Fashion and Textiles, 4(1), 1–20. https://doi.org/10.1186/s40691-017-0093-1
Marcinkowski, T., & Reid, A. (2019). Reviews of research on the attitude-behavior relationship and their implications for future environmental education research. Environmental Education Research, 25(4), 459–471. https://doi.org/10.1080/13504622.2019.1634237
Martin, L., & Tapp, D. (2019). Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Teams. Innovative Practice in Higher Education Journal, 3(3), 58–66.
Navarro-Rivera, J., & Kosmin, B. A. (2013). Surveys and questionnaires. The Routledge Handbook of Research Methods in the Study of Religion, 395–420. https://doi.org/10.4324/9780203154281-35
Obeidat, A., Obeidat, R., & Al-Shalabi, M. (2020). The Effectiveness of Adopting e-Learning during COVID-19 at Hashemite University. International Journal of Advanced Computer Science and Applications, 11(12), 96–104. https://doi.org/10.14569/IJACSA.2020.0111213
Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 105535. https://doi.org/10.1016/j.childyouth.2020.105535
Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. 1–38.
Rizun, M., & Strzelecki, A. (2020). Students’ acceptance of the covid-19 impact on shifting higher education to distance learning in Poland. International Journal of Environmental Research and Public Health, 17(18), 1–19. https://doi.org/10.3390/ijerph17186468
Salloum, S. A., Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., & Shaalan, K. (2019). Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model. IEEE Access, 7, 128445–128462.
Samuel, N., Onasanya, S. A., & Olumorin, C. O. (2018). Perceived usefulness, ease of use and adequacy of use of mobile technologies by Nigerian university lecturers. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 14(3), 5–16.
Setiawan, R. A., Setyohadi, D. B., & Pranowo. (2018). Understanding customers’ intention to use social network sites as complaint channel: An analysis of young customers’ perspectives. E3S Web of Conferences, 31. https://doi.org/10.1051/e3sconf/20183111014
Shah, H. J., & Attiq, S. (2016). Impact of Technology Quality, Perceived Ease of Use and Perceived Usefulness in the Formation of Consumer’s Satisfaction in the Context of E-learning Hassan. Abasyn Journal of Social Sciences, 9(1), 124–140.
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Ahmed, U., Ismail, A. I., Fati, M., & Akour, M. A. (2021). E-Learning during COVID-19: Understanding the Nexus between Instructional Innovation, E-Psychological Capital, and Online Behavioural Engagement: Https://Doi.Org/10.1177/08920206211053101, 089202062110531. https://doi.org/10.1177/08920206211053101
Alarcón, D., & Sánchez, J. A. (2015). Assessing Convergent and Discriminant Validity in the ADHD-R IV Rating Scale : User-Written Commands for Average Variance Extracted (AVE), Composite Reliability (CR), and Heterotrait-Monotrait Ratio of Correlations (HTMT). Spanish STATA Meeting 2015, 1–39.
Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & Elearning : Perceptions & Attitudes Of Teachers Towards E-Learning Acceptance The Developing Countries. 6(2), 100–115. https://doi.org/10.5281/zenodo.4060121
Alhumaid, K., Habes, M., & Salloum, S. A. (2021). Examining the Factors Influencing the Mobile Learning Usage during COVID-19 Pandemic: An Integrated SEM-ANN Method. IEEE Access, 9, 102567–102578. https://doi.org/10.1109/ACCESS.2021.3097753
Ali, S., Khalid, A., Khan, T., & Gul, H. (2022). Medical Students & e-Learning during COVID-19 Crisis : A Structural Equation Modeling Based Study. Pakistan Journal of Medical Research, 60(4).
Alicia, A. J. (2020). Microsoft Teams As An Online Learning Tool : Exploring The Students Perspective. International Conference on Multidisciplinary Approaches in Social Sciences, Islamic & Technology (ICMASIT 2020)EISBN 978-967-2426-22-6, August, 0–9.
Ally, M., Balaji, V., Abdelbaki, A., & Cheng, R. (2017). Use of Tablet Computers to Improve Access to Education in a Remote Location. Journal of Learning for Development, 4(2), 221–228.
Almaiah, M. A., Al-lozi, E. M., Al-khasawneh, A., Shishakly, R., & Nachouki, M. (2021). Factors Affecting Students ’ Acceptance of Mobile Learning Application in Higher Education during COVID-19 Using ANN-SEM Modelling Technique.
Almodaires, A. A., Almutairi, F. M., & Almsaud, T. E. A. (2021). Pre-Service Teachers’ Perceptions of the Effectiveness of Microsoft Teams for Remote Learning. International Education Studies, 14(9), 108. https://doi.org/10.5539/ies.v14n9p108
Alsabawy, A. Y., Cater-Steel, A., & Soar, J. (2016). Determinants of perceived usefulness of e-learning systems. Computers in Human Behavior, 64, 843–858.
Alyoussef, I. Y. (2021). E-learning acceptance: the role of task–technology fit as sustainability in higher education. Sustainability (Switzerland), 13(11). https://doi.org/10.3390/su13116450
Aristovnik, A., Keržič, D., Tomaževič, N., & Umek, L. (2016). Determining factors of students’ perceived usefulness of e-learning in higher education. Proceedings of the International Conference on E-Learning, EL 2016 - Part of the Multi-Conference on Computer Science and Information Systems 2016, 3–10.
Ati, M., & Guessoum, N. (2014). eLearning in the United Arab Emirates. In U. Demiray (Ed.), E-Learning Practices (Issue May). Anadolu University.
Awang, Z. (2015). Chapter3 Validating the measurement model CFA. SEM Made Simple, 54–74.
Baki, R., Birgoren, B., & Aktepe, A. (2018). A meta-analysis of factors affecting perceived usefulness and perceived ease of use in the adoption of E-Learning systems. Turkish Online Journal of Distance Education, 19(4), 4–42. https://doi.org/10.17718/tojde.471649
Baser, F., Ture, H., Abubakirova, A., Sanlier, N., & Cil, B. (2017). Structural modeling of the relationship among food safety knowledge, Attitude and behavior of hotel staff in Turkey. Food Control, 73, 438–444. https://doi.org/10.1016/j.foodcont.2016.08.032
Bechler, C. J., Tormala, Z. L., & Rucker, D. D. (2021). The Attitude–Behavior Relationship Revisited. Psychological Science, 32(8), 1285–1297. https://doi.org/10.1177/0956797621995206
Bui, T. H., Luong, D. H., Nguyen, X. A., Nguyen, H. L., & Ngo, T. T. (2020). Impact of female students’ perceptions on behavioral intention to use video conferencing tools in COVID-19: Data of Vietnam. Data in Brief, 32, 106142. https://doi.org/10.1016/j.dib.2020.106142
Chen Ying, L., Chih-Hsuan, T., & Wan-Chuan, C. (2015). The Relationship Between Attitude Toward Using And Customer Satisfaction With Mobile Application Services: An Empirical Study From The Life Insurance Industry. Journal of Enterprise Information Management, 53(4), 194–200.
Chepkirui, J., & Huang, W. (2021). A Path Analysis Model Examining Self-Concept and Motivation Pertinent to Undergraduate Academic Performance: A Case of Kenyan Public Universities. Educational Research and Reviews, 16(3), 64–71. https://doi.org/10.5897/ERR2021.4123
Civelek, M. E. (2018). Essentials of Structural Equation Modeling. In Zea Books. https://doi.org/10.13014/k2sj1hr5
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008
Dijkstra, T. K., & Henseler, J. (2015). Consistent partial least squares path modeling. MIS Quarterly: Management Information Systems, 39(2), 297–316. https://doi.org/10.25300/MISQ/2015/39.2.02
Dufour, J.-M. (2011). Coefficients of determination ∗. March 1983. http://arxiv.org/abs/2007.08675
Elkaseh, A. M., Wong, K. W., & Fung, C. C. (2016). Perceived Ease of Use and Perceived Usefulness of Social Media for e-Learning in Libyan Higher Education: A Structural Equation Modeling Analysis. International Journal of Information and Education Technology, 6(3), 192–199. https://doi.org/10.7763/ijiet.2016.v6.683
Elnagar, A., Afyouni, I., Shahin, I., Nassif, A. B., & Salloum, S. A. (2020). The empirical study of e-Learning post-acceptance after the spread of COVID- 19 : A multi-analytical approach based hybrid SEM-ANN. https://arxiv.org/pdf/2112.01293
Ghurah, M. A., Leng, N. S., Yusoff, R. C. M., Samy, G. N., Masrom, S., & Rizman, Z. I. (2018). e-learning acceptance based on technology acceptance model (TAM). Journal of Fundamental and Applied Sciences, 4(1), 9–10. http://dx.doi.org/10.4314/jfas.v10i1s.7
Golfashni, N. (2011). Validity and Reliability in Social Science Research. Education Research and Perspectives, 38(1), 105–123.
Gov, B. (2013). Informed Consent Background. Learning, 1–17.
Habes, M., Ali, S., Khalid, A., Haykal, H. A., Elareshi, M., Khan, T., & Ziani, A. (2021). E-Learning Acceptance During the Covid-19 Outbreak: A Cross-sectional Study. June, 65–77. https://doi.org/10.1007/978-3-030-77246-8_7
Haddock, G., & Maio, G. R. (2008). Attitudes: Content, Structure and Functions. Introduction to Social Psychology: A European Perspective., 112–133.
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135. https://doi.org/10.1007/s11747-014-0403-8
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53–60. https://doi.org/10.21427/D79B73
Hussain, T., & Akhter, M. (2016). Students’ Attitude towards Technology: A Study from Pakistan. Bulletin of Education and Research, 38(1), 17–30.
Indarsin, T., & Ali, H. (2017). Attitude toward Using m-Commerce: The Analysis of Perceived Usefulness Perceived Ease of Use, and Perceived Trust: Case Study in Ikens Wholesale Trade, Jakarta – Indonesia. Saudi Journal of Business and Management Studies, 2(11), 995-1007. https://doi.org/10.21276/sjbms.2017.2.11.7
Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., Alkhalifah, A., & Al-Wutayd, O. (2020). The sudden transition to synchronized online learning during the COVID-19 Pandemic in Saudi Arabia: A qualitative study exploring medical students' perspectives. BMC Medical Education, 20(1), 1–10. https://doi.org/10.1186/s12909-020-02208-z
Khan, M. A., Vivek, Nabi, M. K., Khojah, M., & Tahir, M. (2021). Students' perception towards e-learning during covid-19 Pandemic in India: An empirical study. Sustainability (Switzerland), 13(1), 1–14. https://doi.org/10.3390/su13010057
Laurencia, K., & Sudarto, S. (2021). Intention to Use Microsoft Teams in the Online Learning System for Students of Universitas Tarumanagara During the COVID-19 Pandemic. Proceedings of the International Conference on Economics, Business, Social, and Humanities (ICEBSH 2021), 570(Icebsh), 748–754. https://doi.org/10.2991/assehr.k.210805.118
Luik, P., & Taimalu, M. (2021). Predicting the intention to use technology in education among student teachers: A path analysis. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090564
Ly, T., Duong, N., Huyen, N., & Nguyen, U. (2021). The Challenges of E-learning Through Microsoft Teams for EFL Students at Van Lang University in COVID-19. AsiaCALL Online Journal, 12(4), 18–29. https://asiacall.info/acoj
Ma, Y. J., Gam, H. J., & Banning, J. (2017). Perceived ease of use and usefulness of sustainability labels on apparel products: application of the technology acceptance model. Fashion and Textiles, 4(1), 1–20. https://doi.org/10.1186/s40691-017-0093-1
Marcinkowski, T., & Reid, A. (2019). Reviews of research on the attitude-behavior relationship and their implications for future environmental education research. Environmental Education Research, 25(4), 459–471. https://doi.org/10.1080/13504622.2019.1634237
Martin, L., & Tapp, D. (2019). Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Teams. Innovative Practice in Higher Education Journal, 3(3), 58–66.
Navarro-Rivera, J., & Kosmin, B. A. (2013). Surveys and questionnaires. The Routledge Handbook of Research Methods in the Study of Religion, 395–420. https://doi.org/10.4324/9780203154281-35
Obeidat, A., Obeidat, R., & Al-Shalabi, M. (2020). The Effectiveness of Adopting e-Learning during COVID-19 at Hashemite University. International Journal of Advanced Computer Science and Applications, 11(12), 96–104. https://doi.org/10.14569/IJACSA.2020.0111213
Pal, D., & Vanijja, V. (2020). Perceived usability evaluation of Microsoft Teams as an online learning platform during COVID-19 using system usability scale and technology acceptance model in India. Children and Youth Services Review, 119, 105535. https://doi.org/10.1016/j.childyouth.2020.105535
Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 Pandemic. 1–38.
Rizun, M., & Strzelecki, A. (2020). Students’ acceptance of the covid-19 impact on shifting higher education to distance learning in Poland. International Journal of Environmental Research and Public Health, 17(18), 1–19. https://doi.org/10.3390/ijerph17186468
Salloum, S. A., Alhamad, A. Q. M., Al-Emran, M., Monem, A. A., & Shaalan, K. (2019). Exploring Students’ Acceptance of E-Learning Through the Development of a Comprehensive Technology Acceptance Model. IEEE Access, 7, 128445–128462.
Samuel, N., Onasanya, S. A., & Olumorin, C. O. (2018). Perceived usefulness, ease of use and adequacy of use of mobile technologies by Nigerian university lecturers. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 14(3), 5–16.
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