The effect of teachers' self- innovativeness on accountability, distance learning self-efficacy, and teaching practices

Transitioning to Online Teaching During the COVID-19 Pandemic: an Exploration of STEM Teachers’ Views, Successes, and Challenges

(2022) Isha DeCoito et al.   Journal of Science Education and Technology

Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic

(2021) Yunjo An et al.   ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT

Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

(2021) Benjamin Luke Moorhouse et al.   Journal of Computers in Education

Educators’ online teaching self-efficacy and compassion fatigue during the COVID-19 pandemic: The dual roles of “connect”.

(2021) Chunyan Yang et al.   School Psychology

Using blended synchronous classroom approach to promote learning performance in rural area

(2019) Junfeng Yang et al.   COMPUTERS & EDUCATION

Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development

(2012) Theodore J. Kopcha   COMPUTERS & EDUCATION

Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education

(2012) Vehbi Celik et al.   COMPUTERS & EDUCATION

Online Teaching Efficacy of Nurse Faculty

(2010) Kristi A. Robinia et al.   JOURNAL OF PROFESSIONAL NURSING