Relevant bibliographies by topics / Partially online course

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Academic literature on the topic 'Partially online course'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Partially online course"

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Vilner, Tamar, and Ela Zur. "Massive, Partially Online CS1 Course." EDEN Conference Proceedings, no. 1 (June 16, 2019): 356–64. http://dx.doi.org/10.38069/edenconf-2019-ac-0039.

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The Open University of Israel (OUI) has an open admissions policy and is based primarily on distance learning. As in other universities, our CS1 course includes the topics recommended in the Computer Science Curricula (2013). The large number of students who register for the course (from 700-900 students per semester) presents us with unique challenges in management. In this paper, we describe the efforts we have devoted to making the learning and teaching process as uniform as possible for all students taking the course. We describe the research we conducted in order to ascertain whether ther
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Liu, Hanxiao, Wanli Ma, Yiming Yang, and Jaime Carbonell. "Learning Concept Graphs from Online Educational Data." Journal of Artificial Intelligence Research 55 (April 24, 2016): 1059–90. http://dx.doi.org/10.1613/jair.5002.

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This paper addresses an open challenge in educational data mining, i.e., the problem of automatically mapping online courses from different providers (universities, MOOCs, etc.) onto a universal space of concepts, and predicting latent prerequisite dependencies (directed links) among both concepts and courses. We propose a novel approach for inference within and across course-level and concept-level directed graphs. In the training phase, our system projects partially observed course-level prerequisite links onto directed concept-level links; in the testing phase, the induced concept-level lin
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Xu, Hongjiang, and Sakthi Mahenthiran. "Factors that Influence Online Learning Assessment and Satisfaction: Using Moodle as a Learning Management System." International Business Research 9, no. 2 (2016): 1. http://dx.doi.org/10.5539/ibr.v9n2p1.

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<p>Higher education continues to evolve, including recent increases in the number of courses offered fully and partially (hybrid) online. Many new technologies have been used to support online education, particularly learning management systems (LMS’s), which serve as the core technology platforms for the online environment. Our research is to use Moodle as an LMS and empirical survey data to investigate what are the factors that influence online assessment and overall satisfaction with online learning. We used an online survey as the method of data collection for this study. The survey
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Harris, Jennifer D. "Statistical Success: Three-Year Analysis of Student Performance and Student Insights from a First-Year College Statistics Course." Advances in Social Sciences Research Journal 10, no. 5 (2023): 103–21. http://dx.doi.org/10.14738/assrj.105.14687.

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This study included quantitative and qualitative analysis of three years of students in an introductory college-level statistics course. The quantitative analysis focused on what aspects might be relevant to student success. The instructor and the modality appear to be significantly related to student success. Somewhat surprisingly, fully onsite courses had a lower success rate than online or partially online courses. The qualitative analysis focused on the student comments on end of course surveys for the same three years. These comments were categorized based on topic and then rated from -3
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van der Zwan, Natascha, and Alexandre Afonso. "Activating the Research Methods Curriculum: A Blended Flipped Classroom." PS: Political Science & Politics 52, no. 4 (2019): 749–53. http://dx.doi.org/10.1017/s1049096519000581.

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ABSTRACTThe blended flipped classroom is a partially online, partially offline course to teach social science research methods. Online, students watch video lectures, do readings, and complete short exercises to acquire basic knowledge of research methodologies and academic skills. Being set up modularly, the online environment offers flexibility regarding not only when to study but also what to study: students choose the methods they find useful for their thesis project. They then apply these methods and skills in a series of face-to-face workshops, which incorporate several forms of active l
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Elvers, Greg C., Donald J. Polzella, and Ken Graetz. "Procrastination in Online Courses: Performance and Attitudinal Differences." Teaching of Psychology 30, no. 2 (2003): 159–62. http://dx.doi.org/10.1207/s15328023top3002_13.

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This study investigated the relation between dilatory behaviors and performance in students whom we randomly assigned to either an online or a traditional, lecture introductory psychology class. Both sections had full access to a class Web site. There were no reliable differences between the 2 sections of the class on the measures of procrastination, exam performance, or attitudes toward the class. Yet, procrastination was negatively related with exam scores and with attitudes toward the class for the online students, but not for the lecture students. This difference may partially explain why
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McDaniel, Rudy, and Peter Telep. "Game Design Tactics for Teaching Technical Communication in Online Courses." Journal of Technical Writing and Communication 51, no. 1 (2020): 70–92. http://dx.doi.org/10.1177/0047281620977163.

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This article describes an interdisciplinary, partially online honors course entitled Video Game Theory and Design. The article reviews the literature surrounding video games and technical communication and then outlines the learning objectives for the course. The authors describe individual and team-produced assignments and suggest game design techniques for motivating students. We explain how we assess different projects, including oral game pitches and the complex technical Game Design Documents that are students’ final deliverables. Finally, we discuss how game design techniques provide new
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Pan, Xiaoquan, and Huijuan Shao. "Teacher online feedback and learning motivation: Learning engagement as a mediator." Social Behavior and Personality: an international journal 48, no. 6 (2020): 1–10. http://dx.doi.org/10.2224/sbp.9118.

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Teacher online feedback (TOF) through online course delivery has been identified as key to promoting and validating knowledge in online learning environments. We examined the relationships between TOF, learning motivation, and learning engagement, and the mediating role of learning engagement in the relationship between TOF and learning motivation, using structural equation modeling and bootstrap analysis. Participants comprised 312 university students of College English courses in China. The results indicated that TOF was positively related to both learning motivation and learning engagement.
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Beck, Robert J. "Teaching International Law as a Partially Online Course: The Hybrid/Blended Approach to Pedagogy." International Studies Perspectives 11, no. 3 (2010): 273–90. http://dx.doi.org/10.1111/j.1528-3585.2010.00408.x.

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Huang, Din-Yuang. "Hybrid E-Service Learning Practice during COVID-19: Promoting Dog Adoption in Philosophy of Life Course in Taiwan." Education Sciences 12, no. 8 (2022): 568. http://dx.doi.org/10.3390/educsci12080568.

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There are several models for e-service learning, from traditional (without any online content) to extreme online service learning (without any actual interactive elements) which suggested by L. S. Waldner. In Type III, (hybrid) e-service learning, the instruction or service can be offered partially onsite and partially online. Waldner cites four successful case studies to prove such a model can work. Teachers should prepare students to participate in service learning during other disasters that may occur anytime, and offer servification dimensions for teaching. Using the Waldner Type III model
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Book chapters on the topic "Partially online course"

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Radfar, Amir. "Integrating Palliative Care into Primary Care: An Educational Project to Meet an Unmet Need." In Improving Oncology Worldwide. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96053-7_15.

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AbstractLack of access to palliative care services in developing countries would add to patients’ suffering if deprived of palliative care services. There is a tremendous need for the basic, intermediate, and specialist training of palliative care, and the need will be growing as the population ages. Palliative care integration with the prevention, early diagnosis, and treatment of life-limiting health problems can enhance the quality of life, promote patients’ dignity, and positively affect the disease’s course. Primary palliative care can be applied at all healthcare system levels, including
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Zhu, Yue, Ming Hua Li, Lu Li, Rong Wei Huang, and Jia Hua Zhang. "An Investigation of Predictive Relationships Between University Students’ Online Learning Power and Learning Outcomes in a Blended Course." In State of the Art in Partial Least Squares Structural Equation Modeling (PLS-SEM). Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34589-0_32.

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Hansen, Bethanie L. "Orientation to Online Education." In Teaching Music Appreciation Online. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190698379.003.0001.

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The first section, Mindset and Philosophy, is organized into two chapters orienting readers on aspects of online education, philosophy, and mindset. The first of these chapters is a discussion of online education and its similarities and differences when compared to traditional face-to-face courses. An overview of various degrees of partially and fully online course modalities is presented alongside a tour of common learning spaces within online learning management systems. Methods for transferring live, face-to-face music appreciation classes into online courses are included. Because the popu
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Orellana, Anymir. "A Framework to Assess Appropriate Interaction to Meet Accreditation Quality Guidelines." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch013.

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Appropriate interaction is one criterion of quality of online courses. The importance of interaction in online education is well documented in research findings; explained in various theoretical approaches and models; and highlighted in best practices from consortia, accrediting agencies, and by practitioners. Despite the availability of guides for quality assessment of online courses, a concern arises when program administrators are faced with the questions: What does appropriate interaction in an online course mean and how does one show evidence of it? How does one guide the implementation o
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Strelkova, Irina B. "Analysis of educational demands of the faculty and librarians of vocational educational institutions for designing public open online-courses." In Research in Llibrary theory and practice: Annual interdepartmental collection of scientific papers. Russian National Public Library for Science and Technology, 2022. http://dx.doi.org/10.33186/978-5-85638-241-8-2022-176-186.

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The Republican Institute for Vocational Education has realized UNESCO-UNEVOC, the international experimental project and developed the open online-course “The Basics of Pedagogical Design of Online-course for Vocational Education”. At the first project stage, the demands of the faculty and librarians of vocational and extended educational institutions of the Republic of Belarus in training and learning supraprofessional (digital) competences were revealed. These studies are unique as the mass open online-courses in this area have not been designed never before. The method of questionnaire surv
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Dennett, Susan Kim Evanka. "Put the Human Into Online Teaching Through a Strong Instructor Presence." In Incorporating the Human Element in Online Teaching and Learning. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-4131-5.ch005.

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To examine what factors went into creating a high-touch high-feel learning environment, this study partially replicated Dennett's 2020 study. The action research study delved into the important role of instructor presence in the online classroom and analyzed students' perceptions of teaching evaluations. The students were asked what they liked about their online course. Data were gathered from a public educational institution in the Southeastern United States during the period of 2018 to 2023. Findings included that instructor presence in the online courses was important to students. Other fac
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Meri-Yilan, Serpil. ""My Choice, My Voice!": Exploring the intersection of technology and pedagogy to foster learner-centred learning." In Learning Design Voices. EdTech Books, 2023. http://dx.doi.org/10.59668/279.10565.

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The present chapter offers an in-depth exploration of students' experiences in an online learning environment developed in response to the COVID-19 pandemic. Specifically, the study entailed the creation of a comprehensive online English Writing course tailored for 20 undergraduate students at a Turkish state university that transitioned to fully or partially online education formats in March 2020. Emphasising meticulous attention to crucial factors such as academic knowledge, technology skills, cultural values, and socioeconomic status, the design process encompasses both micro-level and macr
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Viallon, Philippe, Cécile Dolbeau-Bandin, Jérémy Picot, and Viola Krebs. "Management of the Health Crisis on Social Media by Hoteliers in Europe." In Handbook of Research on Urban Tourism, Viral Society, and the Impact of the COVID-19 Pandemic. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3369-0.ch014.

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The COVID-19 pandemic was a major phenomenon with strong health, political, economic, and social consequences. But the health crisis was also coupled with an equally powerful communication crisis. This double crisis has of course had an impact on the world of tourism. Since mobility has been partially authorized again in Europe, hoteliers are looking to win back their customers, especially on these same social media. What is the place of the pandemic in online communication? How can the subject of the crisis be raised without scaring customers? Are the modes of communication different dependin
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Elmore, Wendy Mays, J. Kenneth Young, Sandra Harris, and Diane Mason. "The Relationship between Individual Student Attributes and Online Course Completion." In Handbook of Research on Building, Growing, and Sustaining Quality E-Learning Programs. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0877-9.ch008.

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This study was designed to investigate the existence of a relationship between scores on the Individual Attributes subscales of the SmarterMeasure™ online learning readiness indicator and successful course completion in a first semester, undergraduate, online history, psychology, sociology, or English course. Archival data consisting of 433 records of student scores on the Individual Attributes subscale of the SmarterMeasure™ was used in this non-experimental, explanatory correlational research design. Controlling for the effect of course content and instructor, data were analyzed using partia
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Al Mahmud, Abdullah. "Teaching Design Studios Face to Face and Online." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2329-8.ch016.

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This chapter presents reflections on teaching an introductory design studio to first-year industrial design and architecture students. The unit was taught online in 2020 and face-to-face in 2021. To improve online delivery, student feedback was gathered and analyzed thematically. Along with personal teaching reflections, the feedback was used to identify challenges and facilitating factors in online delivery. Findings showed that students appreciated having live support from the lecturer throughout the online class, rather than relying on recorded lectures, and benefitted from seeing each othe
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Conference papers on the topic "Partially online course"

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McMahon, Russell. "A Comparison amongst Face-to-Face, Hybrid, and Partially Online Course Involving a Freshman Database Course." In SIGITE/RIIT 2016: The 17th Annual Conference on Information Technology Education and the 5th Annual Conference on Research in Information Technology. ACM, 2016. http://dx.doi.org/10.1145/2978192.2978244.

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Barrie, Don. "USING THE GEOSCIENCE CONCEPT INVENTORY TO ASSESS STUDENT LEARNING IN A PARTIALLY ONLINE PHYSICAL GEOLOGY COURSE." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-278938.

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Krsmanović, Ivana, Lena Tica, Marina Milošević, and Anđelija Mitrović. "To MOOC or not to MOOC? Exploring MOOC readiness of YNSPEED project participants." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.057k.

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Massive Open Online Courses (MOOCs) have become one of the most prominent extensions to distance learning, especially during the pandemic and in the post-pandemic period. With the growth in the number of users of MOOCs (220 million users in 2021, excluding China) (Shah, 2021), educational opportunities within the field have been enhanced for both learners and course designers. The paper investigates the readiness of youth workers from 5 countries (Romania, Spain, Poland, Cyprus and Serbia) to engage in MOOCs either as learners or as instructors, after the training activities on MOOCs within th
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Kumar, V., A. Castellanos, J. Ortega, et al. "Dynamic Learning Framework: Adaptive Assessment Development for the Undergraduate Fluid Mechanics." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21718.

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This paper presents a dynamic learning framework (DLF) for engineering courses with rich mathematical and geometrical contents. The word “dynamic” implies that there are several moving components in the course contents and assessments. Moving contents are enabled by random-number generators to select text/paragraph from a database or chose a number between two ranges within engineering bounds. Dynamic contents are usually missing in traditional form of instructions such a fixed format book-type problem or static online material. The framework leverages on the computing resources from the recen
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Dina, Razvan, Mihaela Dobrea, and Bogdan cristian Onete. "IT'S REALLY FACEBOOK AN E-LEARNING INSTRUMENT?" In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-095.

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Due to the technological development and the involvement of information technology in the establishment and maintenance of human relations, educational system must adapt to the new trends. Teaching practices, the way in which knowledge is being transferred, the channels through which information is transmitted to students, have known fundamental transformations thanks to the development of information and communications technology. The use of eLearning platforms is already perceived as a traditional method of learning. At the same time, n the one hand, the need to transfer knowledge to as many
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Kamber, Krešimir, and Lana Kovačić Markić. "ADMINISTRATION OF JUSTICE DURING THE COVID-19 PANDEMIC AND THE RIGHT TO A FAIR TRIAL." In EU 2021 – The future of the EU in and after the pandemic. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2021. http://dx.doi.org/10.25234/eclic/18363.

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On 11 March 2020 the World Health Organization announced the Covid-19 (coronavirus) to be a pandemic. To combat the pandemic, many countries had to adopt emergency measures and some of these measures have affected the judicial system, especially the functioning of courts. The pandemic has been characterised as far as the judiciary is concerned by complete or partial closure of court buildings for the parties and for the public. It is clear that the functioning of national judicial systems has been severely disrupted. This limited functioning of courts impacted the individuals’ right to a fair
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Pawelczak, Dieter, and Antje Neve. "Evolution of a Continuous Assessment and Feedback Concept in a Computer Science 101 Course." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16231.

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Teaching first semester students in fundamentals of computer science is challenging due to the heterogeneous group. For the last three years we explored different methods of continuous assessment in the course. One main goal for this group of students is to encourage participation in the classroom while also being able to continuously monitor the learning outcomes of the most recent topics. All three methods: repetitive oral assessment, partial exam and online quizzes received good evaluation results from the students, showed an increased engagement and better examination results. However, con
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Iapa, Augustincatalin, and Vladimir Cretu. "EVALUATING THE PERFORMANCE OF AUTHENTICATION ALGORITHMS BASED ON KEYSTROKE DYNAMICS USED IN ONLINE EDUCATIONAL PLATFORMS." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-145.

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The field of education had noticeable challenges regarding in 2020. With the COVID-19 pandemic the authorities have introduced new regulations with reference to education. A decisive number of universities have had to adapt to the unfamiliar circumstances, moving all their activities to the online environment. These limitations have led to an unprecedented leap in online education. Suddenly, both teachers and students, were forced by the newly implemented conditions to move their entire activity to online educational platforms and thus continue their courses in this manner. This process has le
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Paolini, Christopher P., and Subrata Bhattacharjee. "An Object-Oriented Online Tool for Solving Generalized Chemical Equilibrium Problems." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69210.

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Analysis of chemical equilibria is a topic covered in both undergraduate and graduate courses such as physical chemistry, chemical thermodynamics, and engineering thermodynamics. Manual calculation of problems that require a student to solve for species concentrations, partial pressures, or mole fractions usually involve the method of equilibrium constants. Exercises in homework assignments or in-class examinations are frequently limited to reactions that involve no more than four gas phase species as the resulting arithmetic required to solve for the unknown quantity becomes too cumbersome an
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Saade, Raafat, Weiwei Tan, and Dennis Kira. "Is Usage Predictable Using Belief-Attitude-Intention Paradigm?" In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3266.

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While much of the prior information system (IS) research has employed technology acceptance model (TAM) and theory of planned behavior (TPB) to explain user’s technology acceptance behavior, most of them use self-reported use intention to develop their investigation. The purpose of this paper is to empirically examine the validity of behavioral intention’s prediction on actual system usage under a voluntary context. By integrating constructs of the two closely related theoretical paradigm (TAM and TPB), we propose an integrated model to investigate the relationship. In doing so, we used questi
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Reports on the topic "Partially online course"

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Delavande, Adeline, Gizem Kosar, and Basit Zafar. Information Spillovers Within Couples: Evidence from a Sequential Survey of Spouses. Federal Reserve Bank of New York, 2025. https://doi.org/10.59576/sr.1154.

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Little is known about the extent and drivers of information flow within couples and whether spouses hold aligned expectations about the same outcomes. To provide new evidence, we conduct an online survey of 2,200 middle-aged married couples in the U.S. Our focus is on expectations about Social Security benefits. We first document misalignment in expectations: the correlation between partners’ beliefs about a given spouse’s Social Security benefits is 0.70, well below full agreement. We also show that this imperfect alignment is systematically associated with couple-specific characteristics. To
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