Reference health
Technology and instructor dimensions, e-learning satisfaction, and academic performance of distance students in Ghana
47/47 checkable references clean · checked 2026-08-10
Every reference with a DOI in the deposited reference list resolved to a known work in Crossref or DataCite at the dated check, and none carried a retraction, withdrawal, or removal notice.
45 without a DOI — not checked. A reference deposited without a DOI is never matched by title or guessed at; it stays outside the checked set, and this line discloses that.
The 47 checked references that resolve
resolves10.1037/0033-2909.84.5.888
Attitude-behavior relations: A theoretical analysis and review of empirical research.
resolves10.1080/0144929X.2013.774047
An empirical investigation linking learners’ adoption of blended learning to their intention of full e-learning
resolves10.1504/IJTEL.2019.096786
Students' academic achievement performance and satisfaction in a flipped classroom in Saudi Arabia
resolves10.1177/1350507602333003
Technological and Structural Characteristics, Student Learning and Satisfaction with Web-Based Courses
resolves10.1016/S0747-5632(03)00049-9
Computer self-efficacy and anxiety scales for an Internet sample: testing measurement equivalence of existing measures and development of new scales
resolves10.2307/3250921
Understanding Information Systems Continuance: An Expectation-Confirmation Model1
resolves10.1177/0266666909340791
E-Learning and E-Library Services at the University of Ghana: prospects and challenges
resolves10.1080/10494820.2013.789062
Factors affecting the effectiveness and use of Moodle: students' perception
resolves10.2307/249008
Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology
resolves10.1287/mnsc.35.8.982
User Acceptance of Computer Technology: A Comparison of Two Theoretical Models
resolves10.1016/j.compedu.2011.11.012
The acceptance of Moodle technology by business administration students
resolves10.1177/002224378201900406
Two Structural Equation Models: LISREL and PLS Applied to Consumer Exit-Voice Theory
resolves10.1177/002224378101800104
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
resolves10.1080/02664763.2015.1120712
Collinearity diagnostic applied in ridge estimation through the variance inflation factor
resolves10.1108/EBR-09-2015-0094
Identifying and treating unobserved heterogeneity with FIMIX-PLS: part I – method
resolves10.1016/0747-5632(87)90010-0
Assessing computer anxiety: Development and validation of the Computer Anxiety Rating Scale
resolves10.1016/S1096-7516(02)00105-7
Relationships between students' and instructional variables with satisfaction and learning from a Web-based course
resolves10.1016/j.compedu.2011.05.002
Comparing e-Learning tools’ success: The case of instructor–student interactive vs. self-paced tools
resolves10.1016/j.tele.2017.10.001
Business undergraduates’ perceived use outcomes of Moodle in a blended learning environment: The roles of usability factors and external support
resolves10.1016/j.caeo.2021.100037
Sourcing on the internet: Examining the relations among different phases of online inquiry
resolves10.4135/9781446268261.n31
Convergence of Structural Equation Modeling and Multilevel Modeling
resolves10.1016/j.sbspro.2015.04.670
The Growing of Online Education in Sub Saharan Africa: Case Study Ghana
resolves10.2307/249596
The Use of Information Technology to Enhance Management School Education: A Theoretical View
resolves10.1016/j.im.2004.04.003
Integrating perceived playfulness into expectation-confirmation model for web portal context
resolves10.1177/002224378001700405
A Cognitive Model of the Antecedents and Consequences of Satisfaction Decisions
resolves10.20448/801.51.151.168
Determinants of E-Learning System Adoption among Ghanaian University Lecturers: An Application of Information System Success and Technology Acceptance Models
resolves10.1080/0309877X.2019.1664730
An analysis of factors affecting students´ perceptions of learning outcomes with Moodle
resolves10.2307/3250989
Web-Based Virtual Learning Environments: A Research Framework and a Preliminary Assessment of Effectiveness in Basic it Skills Training1
resolves10.1037/0021-9010.88.5.879
Common method biases in behavioral research: A critical review of the literature and recommended remedies.
resolves10.1287/isre.8.3.240
A Respecification and Extension of the DeLone and McLean Model of IS Success
resolves10.1016/j.chb.2004.03.016
The effect of previous experience with information and communication technologies on performance in a Web-based learning program
resolves10.1016/j.caeo.2021.100033
The COVID-19 school closure effect on students’ print and digital leisure reading
resolves10.1016/j.compedu.2006.11.007
What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction
resolves10.2307/25148667
Why Should I Share? Examining Social Capital and Knowledge Contribution in Electronic Networks of Practice1
resolves10.1016/j.compedu.2009.12.012
A study of student satisfaction in a blended e-learning system environment
The 45 references without a DOI — listed, not checked
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib2
no DOI — not checkedDeveloping a holistic success model for sustainable e-learning: a structural equation modeling approach
no DOI — not checkedDo instructional attributes pose multicollinearity problems? An empirical exploration
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib8
no DOI — not checkedTesting a causal model of end-user application effectiveness
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib10
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib11
no DOI — not checkedVirtual classroom characteristics and student satisfaction with internet-based MBA courses
no DOI — not checkedManaging the on-line classroom. A study of technological and behavioral characteristics of web-based MBA courses
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib15
no DOI — not checkedBlended learning or face-to-face? Does tutor anxiety prevent the adoption of Learning Management Systems for distance education in Ghana?
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib21
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib22
no DOI — not checkedThe estimation of sample size
no DOI — not checkedThe DeLone and McLean model of information systems success: a ten-year update
no DOI — not checkedE-learning at the University of Cape Coast, Ghana – are our distance education students technologically ready?
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib31
no DOI — not checkedThe determinants of students’ perceived learning outcomes and satisfaction in university online education: an update
no DOI — not checkedThe impact of perceived security on intention to use e-learning among students
no DOI — not checkedChallenges of online medical education in Pakistan during COVID-19 pandemic
no DOI — not checkedA technology acceptance model for E-learning during COVID-19: empirical insight from Pakistan
no DOI — not checkedOnline learning readiness: perspective of students enrolled in distance education in Ghana
no DOI — not checkedA social influence model of technology use
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib44
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib49
no DOI — not checkedPestering staff into online learning: an integrated plan for implementation
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib56
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib59
no DOI — not checkedEvaluating student satisfaction with blended learning in a gender-segregated environment
no DOI — not checkedExamining policy guidelines for distance education in dual mode public universities in Ghana
no DOI — not checkedOnline education: worldwide status, challenges, trends, and implications
no DOI — not checkedAn analysis of the technology acceptance model in understanding university students’ behavioral intention to use e-Learning
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib71
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib74
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib75
no DOI — not checkedEvaluation of traditional classroom teaching methods versus course delivery via the world wide web
no DOI — not checked10.1016/j.heliyon.2022.e09200_bib78
no DOI — not checkedDetermining sample size
no DOI — not checkedThe effects of internet-based distance learning in nursing
no DOI — not checkedThe nature and measurement of anxiety
no DOI — not checkedEmpirical study of student satisfaction in e-learning system environment
no DOI — not checkedStudents’ perceptions on incorporating e-learning into teaching and learning at the University of Ghana
no DOI — not checkedTrust and electronic government success: an empirical study
no DOI — not checkedEvaluation of student satisfaction: determining the impact of a web-based environment by controlling for student characteristics
no DOI — not checkedAn integrative model to predict the continuance use of electronic learning systems: hints for teaching
What this badge says. CiteStamped means the CHECKABLE references of this
work were clean at the dated check: each resolved to a known work in a public registry, and none
carried a retraction notice at that time. It says nothing about the quality, findings,
or importance of the work itself, and nothing about references deposited without a DOI.
checked 2026-08-10 — re-checked daily as this page is visited; titles and statuses come from Crossref and DataCite and are not part of the signed record
Embed this badge
Both snippets point at the live badge image and link back to this page. The badge re-renders from the daily check, so an embed never goes stale by more than a day of visits.
<a href="https://citestamp.com/citestamped/10.1016/j.heliyon.2022.e09200"><img src="https://citestamp.com/citestamped/10.1016/j.heliyon.2022.e09200/badge.svg" alt="CiteStamped reference-health badge" width="460" height="64"></a>
[](https://citestamp.com/citestamped/10.1016/j.heliyon.2022.e09200)