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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Measuring the acceptance and adoption of e-learning by academic staff
Basheer Abbass Al-alak, Ibrahim Alnawas
Knowledge Management & E-Learning An International Journal (2011), pp. 201-221
Open Access | Times Cited: 111

Showing 1-25 of 111 citing articles:

Developing a General Extended Technology Acceptance Model for E-Learning (GETAMEL) by analysing commonly used external factors
Fazil Abdullah, Rupert Ward
Computers in Human Behavior (2015) Vol. 56, pp. 238-256
Open Access | Times Cited: 850
Time to seize the digital evolution: Adoption of blockchain in operations and supply chain management among Malaysian SMEs
Lai‐Wan Wong, Lai-Ying Leong, Jun-Jie Hew, et al.
International Journal of Information Management (2019) Vol. 52, pp. 101997-101997
Closed Access | Times Cited: 561
Investigating the influence of the most commonly used external variables of TAM on students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU) of e-portfolios
Fazil Abdullah, Rupert Ward, Ejaz Ahmed
Computers in Human Behavior (2016) Vol. 63, pp. 75-90
Open Access | Times Cited: 557
Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model
Mailizar Mailizar, Damon Burg, Suci Maulina
Education and Information Technologies (2021) Vol. 26, Iss. 6, pp. 7057-7077
Open Access | Times Cited: 288
Students’ perceptions toward vocational education on online learning during the COVID-19 pandemic
Khusni Syauqi, Sudji Munadi, Mochamad Bruri Triyono
International Journal of Evaluation and Research in Education (IJERE) (2020) Vol. 9, Iss. 4, pp. 881-881
Open Access | Times Cited: 244
Extending UTAUT2 toward acceptance of mobile learning in the context of higher education
Aijaz Ahmed Arain, Zahid Hussain, Wajid Hussain Rizvi, et al.
Universal Access in the Information Society (2019) Vol. 18, Iss. 3, pp. 659-673
Closed Access | Times Cited: 160
Predicting the Intention to Use a Web‐Based Learning System: Perceived Content Quality, Anxiety, Perceived System Quality, Image, and the Technology Acceptance Model
Fethi Çalışır, Çiğdem Altın Gümüşsoy, Ayse Elvan Bayraktaroglu, et al.
Human Factors and Ergonomics in Manufacturing & Service Industries (2014) Vol. 24, Iss. 5, pp. 515-531
Closed Access | Times Cited: 152
“I am Still Learning”: Modeling LMS Critical Success Factors for Promoting Students’ Experience and Satisfaction in a Blended Learning Environment
Samar Ghazal, Hosam Al‐Samarraie, Hanan Aldowah
IEEE Access (2018) Vol. 6, pp. 77179-77201
Open Access | Times Cited: 102
Students’ Acceptance of Technology-Mediated Teaching – How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany
Gergana Vladova, André Ullrich, Benedict Bender, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 100
What drives students’ intention to use tablet computers: An extended technology acceptance model
Juan Zheng, Shan Li
International Journal of Educational Research (2020) Vol. 102, pp. 101612-101612
Closed Access | Times Cited: 99
Do cultural differences affect users’ e‐learning adoption? A meta‐analysis
Yang Zhao, Ning Wang, Yixuan Li, et al.
British Journal of Educational Technology (2020) Vol. 52, Iss. 1, pp. 20-41
Closed Access | Times Cited: 92
Changes in Online Distance Learning Behaviour of University Students during the Coronavirus Disease 2019 Outbreak, and development of the Model of Forced Distance Online Learning Preferences
Mateja Ploj Virtič, Kosta Dolenc, Andrej Šorgo
European Journal of Educational Research (2021) Vol. volume-10-2021, Iss. volume-10-issue-1-january-2021, pp. 393-411
Open Access | Times Cited: 68
E-learning intention of students with anxiety: Evidence from the first wave of COVID-19 pandemic in China
Xuan Hu, Jiaqi Zhang, Shuang He, et al.
Journal of Affective Disorders (2022) Vol. 309, pp. 115-122
Open Access | Times Cited: 42
Blended learning or face-to-face? Does Tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana?
Brandford Bervell, Irfan Naufal Umar
Open Learning The Journal of Open Distance and e-Learning (2018) Vol. 35, Iss. 2, pp. 159-177
Open Access | Times Cited: 78
Exploring Factors Affecting Users' Satisfaction Toward E-Learning Systems
Qais Hammouri, Emad Abu-Shanab
International Journal of Information and Communication Technology Education (2017) Vol. 14, Iss. 1, pp. 44-57
Closed Access | Times Cited: 76
An exploration of eLearning adoption in the educational ecosystem
Marco Aurélio de Souza Rodrigues, Paula Chimenti, Antônio Roberto Ramos Nogueira
Education and Information Technologies (2020) Vol. 26, Iss. 1, pp. 585-615
Closed Access | Times Cited: 56
Factors influencing learners’ continuance intention toward one-to-one online learning
Na Liu, Quanlin Pu
Interactive Learning Environments (2020) Vol. 31, Iss. 3, pp. 1742-1763
Closed Access | Times Cited: 52
Student satisfaction in e-learning along the COVID-19 pandemic with importance performance analysis
Lila Bismala, Yayuk Hayulina Manurung
International Journal of Evaluation and Research in Education (IJERE) (2021) Vol. 10, Iss. 3, pp. 753-753
Open Access | Times Cited: 45
Drivers of technology adoption during the COVID-19 pandemic: The motivational role of psychological needs and emotions for pre-service teachers
Ferhan Şahin, Yusuf Levent Şahin
Social Psychology of Education (2022) Vol. 25, Iss. 2-3, pp. 567-592
Open Access | Times Cited: 34
Validating the General Extended Technology Acceptance Model for E-Learning: Evidence From an Online English as a Foreign Language Course Amid COVID-19
Michael Yi‐Chao Jiang, Morris Siu‐Yung Jong, Wilfred W. F. Lau, et al.
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 40
The COVID-19 Pandemic and the Acceptance of E-Learning among University Students: The Role of Precipitating Events
Prageeth Weerathunga, W.H.M.S. Samarathunga, H. N. Rathnayake, et al.
Education Sciences (2021) Vol. 11, Iss. 8, pp. 436-436
Open Access | Times Cited: 38
Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives
Bibi Eshrat Zamani, Azam Esfijani, Sayed Majid Abdellahi Damaneh
Australasian Journal of Educational Technology (2016)
Open Access | Times Cited: 40
Utilizing learning analytics in course design: voices from instructional designers in higher education
Pauline Salim Muljana, Tian Luo
Journal of Computing in Higher Education (2020) Vol. 33, Iss. 1, pp. 206-234
Closed Access | Times Cited: 37
Factors influencing instructors’ intentions to use information technologies in higher education amid the pandemic
Ferhan Şahin, Ezgi Doğan, Ulaş İLİÇ, et al.
Education and Information Technologies (2021) Vol. 26, Iss. 4, pp. 4795-4820
Closed Access | Times Cited: 32
Impacts of AIOT Implementation Course on the Learning Outcomes of Senior High School Students
Chih-Cheng Tsai, Yuh-Min Cheng, Yu-Shan Tsai, et al.
Education Sciences (2021) Vol. 11, Iss. 2, pp. 82-82
Open Access | Times Cited: 30
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