Perceived satisfaction and effectiveness of online education during the COVID-19 pandemic: the moderating effect of academic self-efficacy

References

• Alavi, M., Visentin, D.C., Thapa, D.K., Hunt, G.E., Watson, R., & Cleary, M. (2020). Exploratory factor analysis and principal component analysis in clinical studies: Which one should you use? Journal of Advanced Nursing, 6(8), 1886–1889. doi:10.1111/jan.14377
   Google Scholar
• Allen, I.E. & Seaman, J. (2011) Going the distance: Online education in the United States, [ online]. Sloane Consortium website. Retrieved 9 August 2021, from http://sloanconsortium.org/publications/survey/going_distance_2011
   Google Scholar
• Almaiah, M.A., & Almulhem, A. (2018). A conceptual framework for determining the success factors of e-learning system implementation using delphi technique. Journal of Theoretical and Applied Information Technology, 96(17), 5962–5976.
   Google Scholar
• Anderson, L.W., & Krathwohl, D.R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
   Google Scholar
• Appleton-Knapp, S., & Krentler, K.A. (2006). Measuring student expectations and their effects on satisfaction: The importance of managing student expectations. Journal of Marketing Education, 28(3), 254–264. doi:10.1177/0273475306293359
   Google Scholar
• Arbaugh, J.B. (2010). Sage, guide, both, or even more? An examination of instructor activity in online MBA courses. Computers & Education, 55(3), 1234–1244. doi:10.1016/j.compedu.2010.05.020
   Web of Science ®Google Scholar
• Astleitner, H. (2000). Dropout and distance education. A review of motivational and emotional strategies to reduce dropout in web-based distance education. In Neuwe Medien in Unterricht (pp. 17–24). New York: Aus-und Weiterbildung Waxmann Munster.
   Google Scholar
• B and Company. (2020). Retrieved from http://b-company.jp/en/online-education-en/. Accessed 28 June 2022.
   Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. In Englewood Cliffs (pp. 23–28). NJ: Prentice Hall.
   Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York. NY: Freeman.
   Google Scholar
• Bangert, A.W. (2004). The seven principles of good practice: A framework for evaluating on- line teaching. The Internet and Higher Education, 7(3), 217–232. doi:10.1016/j.iheduc.2004.06.003
   Google Scholar
• Beard, K.L.S. (2008). An exploratory study of academic optimism and flow of elementary school teachers ( Doctoral Dissertation). The Ohio State University.
   Google Scholar
• Biner, P.M., Dean, R.S., & Mellinger, A.E. (1994). Factors underlying distance learner satisfaction with televised college‐level courses. American Journal of Distance Education, 8(11), 60–71. doi:10.1080/08923649409526845
   Google Scholar
• Biner, P.M., Summers, M., Dean, R.S., Bink, M.L., Anderson, J.L., & Gelder, B.C. (1996). Student satisfaction with interactive telecourses as a function of demographic variables and prior telecourse experience. Distance Education, 17(11), 33–43. doi:10.1080/0158791960170104
   Google Scholar
• Blumberg P. (2009). Maximizing learning through course alignment and experience with different types of knowledge. Innov High Educ, 34(2), 93–103. doi:10.1007/s10755-009-9095-2
   Google Scholar
• Bourdeaux, R., & Schoenack, L. (2016). Adult student expectations and experiences in an online learning environment. The Journal of Continuing Higher Education, 64(3), 152–161. doi:10.1080/07377363.2016.1229072
   Web of Science ®Google Scholar
• Bridge, S. (2020). Opinion: How edtech will keep our students on track during COVID-19. Arabian business. Retrieved 10 August 2021.https://search.proquest.com/docview/2377556452?accountid=147490
   Google Scholar
• Briefing, V. (2021). COVID-19 in Vietnam: Travel updates and restrictions. Retrieved 9 August 2021, from https://www.vietnam-briefing.com/news/covid-19-vietnam-travel-updates-restrictions.html/
   Google Scholar
• Brown, S.A., Venkatesh, V., & Goyal, S. (2014). Expectation confirmation in information systems research: A test of six competing models. MIS Quarterly, 38(3), 729–756. doi:10.25300/MISQ/2014/38.3.05
   Web of Science ®Google Scholar
• Burgoon, J.K., Le Poire, B.A., & Rosenthal, R. (1995). Effects of preinteraction expectancies and target communication on perceiver reciprocity and compensation in dyadic interaction. Journal of Experimental Social Psychology, 31(4), 287–321. doi:10.1006/jesp.1995.1014
   Web of Science ®Google Scholar
• Buschle, C., Reiter, H., & Bethmann, A. (2022). The qualitative pretest interview for questionnaire development: Outline of programme and practice. Quality & Quantity, 56(2), 823–842.
   Google Scholar
• Carless, D., & Boud, D. (2018). The development of student feedback literacy: Enabling uptake of feedback. Assessment & Evaluation in Higher Education, 43(8), 1315–1325. doi:10.1080/02602938.2018.1463354
   Web of Science ®Google Scholar
• Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Review (formerly AACE Journal), 16(2), 137–159.
   Google Scholar
• Chang, N. (2011). Pre-service teachers’ views: How did e-feedback through assessment facilitate their learning? Journal of the Scholarship of Teaching and Learning, 11(2), 16–33. Retrieved from: https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1821
   Google Scholar
• Chatfield, M. (1987). Marketing for Health Care Organizations, 1987. Health Care Management Review, 12(2), 93.
   Google Scholar
• Chen, T., Peng, L., Jing, B., Wu, C., Yang, J., & Cong, G. (2020). The impact of the COVID-19 pandemic on user experience with online education platforms in China. Sustainability, 12(18), 7329. doi:10.3390/su12187329
   Web of Science ®Google Scholar
• Chickering, A.W., & A. G, Z.F. (1987). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39(7), 3–7. doi:10.1016/0307-4412(89)90094-0
   Google Scholar
• Christensen, M. (2014). Communication as a strategic tool in change processes. International Journal of Business Communication, 51(4), 359–385. doi:10.1177/2329488414525442
   Google Scholar
• Connolly, T.M., MacArthur, E., Stansfiled, M., & McLesslan, E. (2007). A quasi-experimental study of three online learning courses in computing. Computers & Education, 49(2), 345–359. doi:10.1016/j.compedu.2005.09.001
   Web of Science ®Google Scholar
• Dennen, V.P., Darabi, A.A., & Smith, L.J. (2007). Instructor–learner interaction in online courses: The relative perceived importance of particular instructor actions on performance and satisfaction. Distance Education, 28(1), 65–79. doi:10.1080/01587910701305319
   Google Scholar
• Dinh, L.P., & Nguyen, T.T. (2020). Pandemic, social distancing, and social work education: Students’ satisfaction with online education in Vietnam. Social Work Education, 39(8), 1074–1083.
   Web of Science ®Google Scholar
• Faize, F.A., & Nawaz, M. (2020). Evaluation and improvement of students’ satisfaction in online learning during COVID-19. 2304-070X Open Praxis, 12(4), 495–507. doi:10.5944/openpraxis.12.4.1153
   Web of Science ®Google Scholar
• Fornell, C., & Larcker, D.F. (1981). Structural equation models with unobservable variables and measurement error: Algebra and statistics. Algebra and Statistics, 18, 382–388. doi:10.2307/3150980
   Google Scholar
• Gopal, R., Singh, V., & Aggarwal, A. (2021). Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19. Education and Information Technologies, 26(6), 6923–6947. doi:10.1007/s10639-021-10523-1
   PubMed Web of Science ®Google Scholar
• Gorgodze, S., Macharashvili, L., & Kamladze, A. (2020). Learning for earning: Student expectations and perceptions of university. International Education Studies, 13(1), 42–53. -1913–9020. doi:10.5539/ies.v13n1p42
   Google Scholar
• Gorsky, P., & Blau, I. (2009). Online teaching effectiveness: A tale of two instructors. International Review of Research in Open and Distributed Learning, 10(3). doi:10.19173/irrodl.v10i3.712
   Web of Science ®Google Scholar
• Güvercin, O., Tekkaya, C., & Sungur, S. (2010). A cross age study of elementary students’ motivation towards science learning. Hacettepe Üniversitesi E?gitim Fakültesi Dergisi, 39(39), 233–243.
   Google Scholar
• Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E., & Tatham, R.L. (2009). Análise multivariada de dados. Bookman editora.
   Google Scholar
• Henriksen, D., Creely, E., & Henderson, M. (2020). Folk pedagogies for teacher transitions: Approaches to synchronous online learning in the wake of COVID-19. Journal of Technology and Teacher Education and Information Technologies, 28(2), 201–209. 10597069.. 10597069.
   Google Scholar
• Henry, M. (2020). Online student expectations: A multifaceted, student-centred understanding of online education. 2205-0795 Student Success, 11(2), 91–98. doi:10.5204/ssj.1678
   Web of Science ®Google Scholar
• Hill, Y., Lomas, L., & MacGregor, J. (2003). Students’ perceptions of quality in higher education. Quality Assurance in Education, 11(1), 15–20. doi:10.1108/09684880310462047
   Google Scholar
• Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. doi:10.1016/j.edurev.2015.11.002
   Web of Science ®Google Scholar
• 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.
   Google Scholar
• Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysi. European Journal of Psychology of Education, 28(1), 1–35. doi:10.1007/s10212-011-0097-y
   Web of Science ®Google Scholar
• Janmaimool, P., & Nunsunanon, S. (2021). Online vs. face-to-face lecture courses: Factors impacting the effectiveness of online learning, 13(19), 10883. doi:10.20944/preprints202107.0306.v1
   Google Scholar
• Jenkins, D.M. (2015). Integrated course design: A facelift for college courses. Journal of Management Education and Information Technologies, 39(3), 427–432. doi:10.1177/1052562914540903
   Google Scholar
• Kandemir, M. (2014). Reasons of academic procrastination: Self-regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia-Social and Behavioral Sciences, 152, 188–193. doi:10.1016/j.sbspro.2014.09.179
   Google Scholar
• Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23. doi:10.3402/rlt.v23.26507
   Web of Science ®Google Scholar
• Khan, N.U.S., & Yildiz, Y. (2020). Impact of intangible characteristics of universities on student satisfaction. Amazonia Investiga, 9(26), 105–116. doi:10.34069/AI/2020.26.02.12
   Web of Science ®Google Scholar
• Kharel, B., Tripathi, P., Rayamajhi, P., & Thapa, N. (2020). Effectiveness of online classes for postgraduate students during the covid-19 pandemic. Nepalese Journal of ENT Head & Neck Surgery, 11(2), 3–7.
   Google Scholar
• Kim, M., Yu, H., Park, C.W., Ha, T., & Baek, J.H. (2021). Physical education teachers’ online teaching experiences and perceptions during the COVID-19 pandemic. Journal of Physical Education and Sport, 21, 2049–2056. doi:10.7752/jpes.2021.s3261
   Google Scholar
• King, E.B., Boyatt, & Russell, R. (2014). Exploring factors that influence adoption of e-learning within higher education. British Journal of Educational Technology, 46(6), 1272–1280. doi:10.1111/bjet.12195
   Web of Science ®Google Scholar
• Koermer, C.D., & Petelle, J.L. (1991). Expectancy violation and student rating of instruction. Communication Quarterly, 39(4), 341–350. doi:10.1080/01463379109369810
   Google Scholar
• Kranzow, J. (2013). Faculty leadership in online education: Structuring courses to impact student satisfaction and persistence. Journal of Online Teaching and Learning, 9(1), 131–139.
   Google Scholar
• Kuo, Y.C., Walker, A.E., Belland, B.R., & Schroder, K.E. (2013). A predictive study of student satisfaction in online education programs. The International Review of Research in Open and Distance Learning, 14(1), 16–39. doi:10.19173/irrodl.v14i1.1338
   Web of Science ®Google Scholar
• Kyei-Blankson, L., Ntuli, E., & Donnelly, H. (2019). Establishing the importance of interaction and presence to student learning in online environments. Journal of Interactive Learning Research, 30(4), 539–560.
   Google Scholar
• Ladyshewsky, R.K. (2013). Instructor presence in online courses and student satisfaction. International Journal for the Scholarship of Teaching and Learning, 7(1), 1–23. doi:10.20429/ijsotl.2013.070113
   Google Scholar
• Landrum, B.B., Jennifer, G., Gilbert, R, Rhame, & Susan, S. (2020). A class of one: Student’ satisfaction with online learning. Journal of Education for Business, 96(2), 82–88. doi:10.1080/08832323.2020.1757592
   Web of Science ®Google Scholar
• Lee, S.A., Jobe, M.C., Mathis, A.A., & Gibbons, J.A. (2020). Incremental validity of coronaphobia: Coronavirus anxiety explains depression, generalized anxiety, and death anxiety. Journal of Anxiety Disorders, 74, 102268. doi:10.1016/j.janxdis.2020.102268
   PubMed Web of Science ®Google Scholar
• Liaw, -S.-S. (2008). Investigating students’ perceived satisfaction, behavioral intention, and effectiveness of e-learning: A case study of the blackboard system. Computers & Education, 51(2), 864–873. doi:10.1016/j.compedu.2007.09.005
   Web of Science ®Google Scholar
• Liu, T.L. (2007). The Influence of Teachers’ Impression Management Strategy to Students’ Learning Satisfaction and Learning Effectiveness in University of Technology—An Example of English Courses in Southern Taiwan University of Technology. Master’s Thesis, Southern Taiwan University of Science and Technology, Tainan, Taiwan.
   Google Scholar
• Lockman, A.S., & Schirmer, B.R. (2020). Online instruction in higher education: Promising, research- based, and evidence-based practices. Journal of Education and e-Learning Research, 7(2), 130–152. -2518–0169. doi:10.20448/journal.509.2020.72.130.152
   Google Scholar
• Maheshwari, M., Gupta, A.K., & Goyal, S. (2021). Transformation in Higher Education through E-Learning: A Shifting Paradigm. Pacific Business Review International, 13(8), 49–63.
   Web of Science ®Google Scholar
• Marsh, H.W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253–388. doi:10.1016/0883-0355(87)90001-2
   Google Scholar
• Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evaluation, and facilitation. The Internet and Higher Education, 42, 34–43. doi:10.1016/j.iheduc.2019.04.001
   Web of Science ®Google Scholar
• Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement, and learning in online courses. The Internet and Higher Education, 37, 52–65. doi:10.1016/j.iheduc.2018.01.003
   Web of Science ®Google Scholar
• Mehall, S. (2020). Purposeful interpersonal interaction in online learning: What is it and how is it measured?. Online Learning, 24(1), 182–204.
   Web of Science ®Google Scholar
• Mehta, R., Makani-Lim, B., Rajan, M., & Easter, M. (2017). Creating online learning spaces for emerging markets: An investigation of the link between course design and student engagement. Journal of Business and Behavioral Sciences, 29(1), 116–133.
   Google Scholar
• Mohammed, S.S., Suleyman, C., & Taylan, B. (2020). Burnout determinants and consequences among university lecturers. Amazonia Investiga, 9(27), 13–24. doi:10.34069/AI/2020.27.03.2
   Web of Science ®Google Scholar
• Moore, J.L., Dickson-Deane, C., & Galyen, K. (2011). E-learning, online learning, and distance learning environments: Are they the same? Internet Higher Educ, 14(2), 129–135. doi:10.1016/j.iheduc.2010.10.001
   Web of Science ®Google Scholar
• Mtebe, J.S., & Raisamo, R. (2014). A model for assessing learning management system success in higher education in sub-Saharan countries. The Electronic Journal of Information Systems in Developing Countries, 61(1), 1–17. doi:10.1002/j.1681-4835.2014.tb00436.x
   Google Scholar
• Munteanu, C., Ceobanu, C., Bobâlcă, C., & Anton, O. (2010). An analysis of customer satisfaction in a higher education context. International Journal of Public Sector Management, 23(2), 124. doi:10.1108/09513551011022483
   Google Scholar
• Navarro-Mateu, D., L, A.-L., T, G.-D.M., Prado-Gascó, V., & Valero-Moreno, S. (2020). hy i’m stressed: analysis of the effect of self-efficacy and emotional intelligence on student Stress using SEM and QCA. Front. Psychol, 11, 225. doi:10.3389/fpsyg.2020.00295
   PubMed Web of Science ®Google Scholar
• Nguyen, T., & Foster, K.A. (2018). Multiple time point course evaluation and student learning outcomes in an MSW course. Journal of Social Work Education, 54(4), 715–723. doi:10.1080/10437797.2018.1474151
   Web of Science ®Google Scholar
• Nordin, N.B.N.A.N.B., & Nordin, N.B. (2020). Impact of pandemic COVID-19 to the online learning: case of higher education institution in Malaysia. Universal Journal of Educational Research, 8(12), 7607–7615. doi:10.13189/ujer.2020.082546
   Google Scholar
• Otto, J., Sanford, D., & Ross, D. (2008). Does ratemyprofessors.com really rate my professor? Assessment and Evaluation in Higher Education, 33(4), 355–368. doi:10.1080/02602930701293405
   Web of Science ®Google Scholar
• Palmer, S., Holt, D., & Bray, S. (2008). Does the discussion help? The impact of a formally assessed online discussion on final student results. British Journal of Educational Technology, 39(5), 847–858. doi:10.1111/j.1467-8535.2007.00780.x
   Web of Science ®Google Scholar
• Pham, D.L., Nguyen, H.M.T., & Duong, Q.N. (2020). E-learning systems of asian developed countries and lessons for Vietnam. Journal of Critical Reviews, 7(19), 1472–1479.
   Google Scholar
• Pham, L., Williamson, S., & Berry, R. (2018). Student perceptions of e-learning service quality, e-satisfaction, and e-loyalty. International Journal of Enterprise Information Systems, 14(3), 19–40. doi:10.4018/IJEIS.201807010
   Web of Science ®Google Scholar
• Piccoli, G., Ahmad, R., & Ives, B. (2001). Web-based virtual learning environments: A research framework and a preliminary assessment of effectiveness in basic IT skills training. MIS Quarterly, 25(4), 401–426. doi:10.2307/3250989
   Web of Science ®Google Scholar
• Rajabalee, Y.B., & Santally, M.I. (2020). Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26(3), 2623–2656. doi:10.1007/s10639-020-10375-1
   PubMed Web of Science ®Google Scholar
• Russ‐Eft, D.F., Dickison, P.D., & Levine, R. (2005). Instructor quality affecting emergency medical technician (EMT) preparedness: A LEADS project. International Journal of Training and Development, 9(4), 256–270. doi:10.1111/j.1468-2419.2005.00235.x
   Google Scholar
• Russell, M., Kleiman, G., Carey, R., & Douglas, J. (2009). Comparing self-paced and cohort-based online courses for teachers. Journal of Research on Technology in Education and Information Technologies, 41(1), 443–466. doi:10.1080/15391523.2009.10782538
   Google Scholar
• Schunk, D.H., & Pajares, F. (2009). Self-efficacy theory. Educational Psychology Handbook Series. Handbook of Motivation at School, 2, 35–53.
   Google Scholar
• Simsek, U., Turan, I., & Simsek, U. (2017). Social studies teachers‟ and teacher candidates” perceptions on prompt feedback and communicate high expectations. PEOPLE: International Journal of Social Sciences, 3(1), 332. doi:10.20319/pijss.2017.31.332345
   Google Scholar
• Snyder, R.A.R., Raben, C.S, Farr, & Farr, J.L. (1980). A model for the systemic evaluation of human resource development programs. Academy of Management Review, 5(3), 431–444. doi:10.2307/257118
   Google Scholar
• Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15.
   Google Scholar
• Taghizadeh, M., & Hajhosseini, F. (2021). Investigating a blended learning environment: Contribution of attitude, interaction, and quality of teaching to satisfaction of graduate students of TEFL. The Asia-Pacific Education Researcher, 30(5), 459–469. doi:10.1007/s40299-020-00531-z
   Web of Science ®Google Scholar
• Tsai, C., Chuang, S., Liang, J., & Tsai, M. (2011). Self-efficacy in internet-based learning environments: A literature review. Journal of Educational Technology & Society, 14(4), 222–240.
   Web of Science ®Google Scholar
• Tsai, M.J., & Tsai, C.C. (2003). Information searching strategies in web-based science learning: The role of internet self-efficacy. Innovations in Education and Teaching International, 40(1), 43–50. doi:10.1080/1355800032000038822
   Web of Science ®Google Scholar
• Vonderwell, S., & Turner, S. (2005). Active learning and preservice teachers’ experiences in an online course: A case study. Journal of Technology and Teacher Education, 13(1), 65–84.
   Google Scholar
• Voss, R., Gruber, T., & Reppel, A. (2010). Which classroom service encounters make students happy or unhappy? Insights from an online CIT study. International Journal of Educational Management, 24(7), 615–663. doi:10.1108/09513541011080002
   Google Scholar
• Wang, R., Han, J., Liu, C., & Xu, H. (2021). How do university students’ perceptions of the instructor’s role influence their learning outcomes and satisfaction in cloud-based virtual classrooms during the COVID-19 pandemic? Frontiers in Psychology, 12, 627443. doi:10.3389/fpsyg.2021.627443
   PubMed Web of Science ®Google Scholar
• Wang, K.H., Wang, T., Wang, W.-L., & Huang, S. (2006). Learning styles and formative assessment strategy: Enhancing student achievement in web-based learning. Journal of Computer Assisted Learning, 22(3), 207–217. doi:10.1111/j.1365-2729.2006.00166.x
   Web of Science ®Google Scholar
• WHO (2020). Coronavirus disease (COVID-19) situation report. Retrieved 9 August 2021, from https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200510COVID-19-sitrep-111.pdf?sfvrsn51896976f_2.
   Google Scholar
• Wilson, K.L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the course experience questionnaire. Studies in Higher Education, 22(1), 33–53. doi:10.1080/03075079712331381121
   Web of Science ®Google Scholar
• Wright, C.R. (2003). Criteria for evaluating the quality of online courses. Alberta distance Educ. Training Assoc, 16(2), 185–200.
   Google Scholar
• Wu, J., Tsai, R.J., Chen, C.C., & Wu, Y. (2006). An integrative model to predict the continuance use of electronic learning systems: Hints for teaching. International Journal on E-Learning, 5(2), 287–302.
   Google Scholar
• Xiao, J., & Wilkins, S. (2015). The effects of lecturer commitment on student perceptions of teaching quality and student satisfaction in Chinese higher education. Journal of Higher Education Policy and Management, 37(1), 98–110. doi:10.1080/1360080X.2014.992092
   Web of Science ®Google Scholar
• Xu, B., Chen, N.S., & Chen, G. (2020). Effects of teacher role on student engagement in wechat-based online discussion learning. Computers & Education, 157, 103956. doi:10.1016/j.compedu.2020.103956
   Web of Science ®Google Scholar
• Yukselturk, E., & Bulut, S. (2007). Predictors for student success in an online course. Journal of Educational Technology & Society, 10(2), 71–83.
   Web of Science ®Google Scholar
• Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Learning Educational Technology & Society, 15(1), 127–136.
   Web of Science ®Google Scholar
• Zhu, Y.Q., Chen, L.Y., Chen, H.G., & Chern, C.C. (2011). How does internet information seek help academic performance? –The moderating and mediating roles of academic self-efficacy. Computers & Education, 57(4), 2476–2484. doi:10.1016/j.compedu.2011.07.006
   Web of Science ®Google Scholar