Ahmady, S., Kohan, N., Bagherzadeh, R., Rakshhani, T., & Shahabi, M. (2018). Validity testing of classroom community scale in virtual environment learning: A cross sectional study. Annals of Medicine and Surgery, 36, 256-260.
Akanabi, M. R., & Dwyer, F. M. (1989). Effects of students' prior knowledge level on their ability to profit from visualized inductive and deductive instructional strategies. International Journal of Instructional Media, 16, 69-85.
Al-Adwan, A., & Smedley, J. (2012). Implementing e-learning in the Jordanian higher education system: Factors affecting impact. International Journal of Education and Development using ICT, 8(1).
Al-Busaidi, K. A. (2013). An empirical investigation linking learners’ adoption of blended learning to their intention of full e-learning. Behaviour & Information Technology, 32(11), 1168-1176.
Aldowah, H., Ghazal, S., & Muniandy, B. (2015). Issues and Challenges of using E-Learning in a Yemeni Public University. Indian Journal of Science and Technology, 8(32), 1-9.
Ali, S., Uppal, M. A., & Gulliver, S. R. (2018). A conceptual framework highlighting e-learning implementation barriers. Information Technology & People, 31(1), 156-180.
Allen, I. E., & Seaman, J. (2015). (2015). Grade Level: Tracking Online Education in the United States. MA: Babson Survey Research Group and Quahog Research Group.
Alshehri, A. F. (2017). Student satisfaction and commitment towards a blended learning finance course: A new evidence from using the investment model. Research in International Business and Finance, 41, 423-433.
Anagnostopoulou, E., Mavroidis, I., Giossos, Y., & Koutsouba, M. (2015). Student Satisfaction in the Context of a Postgraduate Programme of the Hellenic Open University. Turkish Online Journal of Distance Education, 16(2), 40-55.
Andersson, A. (2008). Seven major challenges for e-learning in developing countries: Case study eBIT, Sri Lanka. International Journal of Education and Development using ICT, 4(3), 45-62.
Andersson, A., & Grönlund, Å. (2009). A conceptual framework for e‐learning in developing countries: A critical review of research challenges. The electronic Journal of information systems in developing Countries, 38(1), 1-16.
British Counsil (2012). The shape of things to come: Higher education global trends and emerging opportunities to 2020. British Counsil.
Cheng, Y.-M. (2011). Antecedents and consequences of e-learning acceptance. Information Systems Journal, 21(3), 269–299.
Datuk, T. S., & Ali, A. (2013). Issues and challenges in implementing e-learning in Malaysia. Available at asiapacific-odl2. oum. edu. my C, 33.
Daultani, Y., Goswami, M., Kumar, A., & Pratap, S. (2021). Perceived outcomes of e-learning: identifying key attributes affecting user satisfaction in higher education institutes. Measuring Business Excellence.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–339.
Docebo. (2016). E-learning Market Trends and Forecast 2017-2021. docebo.
Esterhuyse, M., & Scholtz, B. (2015). (2015). Barriers to e-learning in a developing country: An explorative study. In Proceedings of the 9th IDIA conference (pp. 354-367). Zanzibar: Nungwi.
Fairlie, R. (2004). Is there a Digital Divide? Ethnic and Racial Differences in Access to Technology and Possible Explanation. Final Report to the University of California. Latin Policy Institute & California Policy Research Institute.
Farid, S., Ahmad, R., Niaz, I., Itmazi, J., & Asghar, K. (2014). Identifying perceived challenges of e-learning implementation. In First International Conference on Modern Communication & Computing Technologies.
Gillet, D. (2013). Personal learning environments as enablers for connectivist MOOCs. In Information Technology Based Higher Education and Training (ITHET), 2013 International Conference on (pp. 1-5). IEEE.
Glass, C. R., & Arnkoff, D. B. (1997). Questionnaire methods of cognitive self-statement assessment. Journal of consulting and clinical psychology, 65(6), 911.
Gupta, R., & Jain, K. (2014). Adoption of mobile telephony in rural India: An empirical study. Decision Sciences, 45(2), 281-307.
Gutirrez-Santiuste, E., Gallego-Arrufat, M. J., & Simone, A. (2016). Barriers in computer-mediated communication: typology and evolution over time. Journal of e-Learning and Knowledge Society, 12(1).
Hack, C. J. (2016). The benefits and barriers of using virtual worlds to engage healthcare professionals on distance learning programmes. Interactive Learning Environments, 24(8), 1836-1849.
Idachaba, F. E., & Idachaba, E. M. (2012). Robust e-health communication architecture for rural communities in developing countries. Engineering, Technology & Applied Science Research, 2(3), 237-240.
Jager, A. K., & Lokman, A. H. (1999). Impacts of ICT in education. The role of the teacher and teacher training. The European Conference on Educational Research, (pp. 22-25). Lahti, Finland.
Jarvis, H., & Szymczyk, M. (2010). Student views on learning grammar with web-and book-based materials. ELT journal, 64(1), 32-44.
Joo, Y. J., Bong, M., & Choi, H. J. (2000). Self-efficacy for self-regulated learning, academic self-efficacy, and internet self-efficacy in web-based instruction. Educational Technology Research and Development, 5-17.
Juutinen, S., Huovinen, T., & Yalaho, A. (2011). Emotional Obstacle in E-Learning–the Fear of Technology. International Journal for E-Learning Security (Ijels), 1(3/4), 104-109.
Karau, S. J., & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65(4), 681-706.
Khanh, N. T., & Gim, G. (2014). Factors influencing mobile-learning adoption intention: An empirical investigation in high education. Journal of Social Sciences, 10(2), 51-62.
Khasawneh, O. Y. (2018). Technophobia without boarders: The influence of technophobia and emotional intelligence on technology acceptance and the moderating influence of organizational climate. Computers in Human Behavior, 88, 210-218.
Kitchakarn, O. (2016). How Students Perceived Social Media as a Learning Tool in Enhancing Their Language Learning Performance. Turkish Online Journal of Educational Technology-TOJET, 15(4), 53-60.
Kunene, M. F., & Barnes, N. (2017). Perceptions of the Open Distance and E-Learning Model at a South African University. International Journal of Education and Practice, 5(8), 127-137.
Kwofie, B., & Henten, A. (2011). The advantages and challenges of e-learning implementation: The story of a developing nation. WCES-2011 3rd World Conference on Education Sciences, Bahcesehir University, (pp. 13-14). Istabul, Turkey.: WCES.
Lackey, N. R., & Wingate, A. L. (1998). The pilot study: One key to research success. Advanced design in nursing research, 2, 375-387.
Last, D. A., O Donnell, A. M., & Kelly, A. E. (2001). The effects of prior knowledge and goal strength on the use of hypertext. Journal of Educational Multimedia and Hypermedia, 10(1), 3-26.
Leary, J., & Berge, Z. L. (2006). Trends and challenges of eLearning in national and international agricultural development. International Journal of Education and Development using Information and Communication Technology, 2(2), 51-59.
Lee, B. C., Yoon, J. O., & Lee, I. (2009). Learners’ acceptance of e-learning in South Korea: Theories and results. Computers & Education, 53(4), 1320-1329.
Li, J., & Jiang, Z. (2017). Students' Perceptions about a Flipped Online Chinese Language Course. Journal of Technology and Chinese Language Teaching, Vol 8(2), 25-38.
Liu, Y. N., Li, K., & McLean, A. (2017). Practical Scientific Knowledge Education based on Herbert Spencer’s “What Knowledge is of Most Worth? Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 4291-4299.
Luo, N., Zhang, M., & Qi, D. (2017). Effects of different interactions on students' sense of community in e-learning environment. Computers & Education, 115, 153-160.
Mahmoodi-Shahrebabaki, M. (2014). E-learning in Iran as a developing Country: Challenges Ahead and Possible Solutions. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY, 788-795.
Masoumi, D., & Lindström, B. (2012). Quality in e‐learning: a framework for promoting and assuring quality in virtual institutions. Journal of Computer Assisted Learning, 28(1), 27-41.
Mavroidis, I., Karatrantou, A., Koutsouba, M., Giossos, Y., & Papadakis, S. (2013). Technology acceptance and social presence in distance education–A case study on the use of teleconference at a postgraduate course of the Hellenic Open University. European Journal of Open, Distance and E-learning, 16(2).
McManus, D., Dryer, R., & Henning, M. (2017). Barriers to learning online experienced by students with a mental health disability. Distance Education, 38(3), 336-352.
Niemi, H. M., & Kousa, P. (2020). A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic. International journal of technology in education and science.
Nnazor, R. (2009). A conceptual framework for understanding use of information and communication technology in teaching in universities. International Journal of Instrutional Technology & Distance Learning, 6(1), 47-58.
Nortvig, A. M., Petersen, A. K., & Balle, S. H. (2018). A Literature Review of the Factors Influencing E-Learning and Blended Learning in Relation to Learning Outcome, Student Satisfaction and Engagement. Electronic Journal of e-Learning, 16(1), 46-55.
Okine, R. K., Agbemenu, A. S., & Marfo, J. S. (2012). Access to Internet Connectivity: the Major Bottleneck to the Adoption of Technology-Enabled Education. n.d., n.d.
Panda, S., & Mishra, S. (2007). E‐Learning in a Mega Open University: Faculty attitude, barriers, and motivators. Educational Media International, 44(4)
Parlakkiliç, A. (2017). Change Management In Transition To E-learning System. Qualitative and Quantitative Methods in Libraries, 3(3), 637-651.
Petticrew, M., Rehfuess, E., Noyes, J., Higgins, J., Mayhew, A., Pantoja, T., . . . Sowden, A. (2013). Synthesizing evidence on complex interventions: how meta-analytical, qualitative, and mixed-method approaches can contribute. Journal of clinical epidemiology, 66(11), 1230-1243.
Powell, A. L. (2013). Computer anxiety: Comparison of research from the 1990s and 2000s. Computers in Human Behavior, 29(6), 2337-2381.
Purushothaman, A., & Zhou, C. (2014). Change toward a creative society in developing contexts—women’s barriers to learning by information and communication technology. Gender, Technology and Development, 18(3), 363-386.
Rajasingham, L. (2012). The search. Journal of Open, Flexible and Distance Learning, 2(1), 26-33.
Sadeghi, S. H. (2016). Comparative Study of e-Practice in an American University and an Australian University. The University of Sydney.
Safie, N., & Aljunid, S. (2013). E-learning initiative capacity building for healthcare workforce of developing countries. Journal of Computer Science, 9(5), 583.
Saleem, S. M., & Gouse, H. S. (2018). Constructive Disruption in Medical Education. Health Sciences, 7(6), 141-149.
Serban, I. (2019). Student Perception and Learning in On-line Learning Platforms. In The International Scientific Conference eLearning and Software for Education (Vol. 2) (pp. 19-25). National Defence University.
Solberg, V. S., & Viliarreal, P. (1997). Examination of self-efficacy, social support, and stress as predictors of psychological and physical distress among Hispanic college students. Hispanic journal of behavioral sciences, 19(2), 182-201.
Song, S. H., & Keller, J. M. (2001). Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on the Dynamic Aspects of Motivation. ETR&D, 5-22.
Stiller, K. D., & Köster, A. (2016). Learner attrition in an advanced vocational online training: the role of computer attitude, computer anxiety, and online learning experience. European Journal of Open, Distance and E-Learning, 19(2), 1-14.
Tao, Y. H., Cheng, C. J., & Sun, S. Y. (2012). Alignment of Teacher and Student Perceptions on the Continued use of Business Simulation Games. Educational Technology & Society, 15(3), 177-189.
Trede, F., Markauskaite, L., McEwen, C., & Macfarlane, S. (2019). Designing a Mobile Technology Capacity Building Framework for Workplace Learning. In Education for Practice in a Hybrid Space (pp. 47-67). Singapore: Springer.
Valencia-Forrester, F., Patrick, C. J., Webb, F., & Backhaus, B. (2019). Practical Aspects of Service Learning Make Work-Integrated Learning Wise Practice for Inclusive Education in Australia. International Journal of Work-Integrated Learning, 20(1), 31-42.
Valkanos, E., & Fragoulis, I. (2007). Experiential learning–its place in in-house education and training. Development and Learning in Organizations: An International Journal, 21(5), 21-23.
Venkatesh, V., & Davis, F. (2000). A theoretical extension of the technology acceptance model: four longitudinal. Management Science, 46(2), 186–204.
Wan, Z., Fang, Y., & Neufeld, H. (2007). The role of information technology in technology-mediated learning: a review of the past for the future. Journal of Information Systems Education, 18(2), 183–192.
Wecker, C., Kohnle, C., & Fischer, F. (2007). Computer literacy and inquiry learning: When geeks learn less. Journal of computer assisted learning, 23(2), 133-144.
Willging, P. A., & Johnson, S. D. (2004). Factors that influence students’ decision to dropout of online courses. Journal of Asynchronous Learning Networks, 8(4), 105–118.
Williams, K. D., & Karau, S. J. (1991). Social loafing and social compensation: The effects of expectations of co-worker performance. Journal of personality and social psychology, 61(4), 570.
Yoo, B., Donthu, N., & Lenartowicz, T. (2011). Measuring Hofstede's five dimensions of cultural values at the individual level: Development and validation of CVSCALE. . Journal of International Consumer Marketing, 23(3-4), 193-210.
Yunus, M. M., Lubis, M. A., & Lin, C. P. (2009). Language Learning via ICT: Uses, Challenges and Issues. WSEAS Transactions on Information Science and Applications, 6(9), 1453-1467
Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker Jr, J. F. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75-79.