[1]Racheva, V. (2017) What is virtual learning? VEDAMO. [online] https://www.vedamo.com/knowledge/what-is-virtual-learning/ (Accessed 15 June 2021).
[2]Ngai, E.W., Poon, J.K.L., & Chan, Y.H. (2007) ‘Empirical examination of the adoption of WebCT using TAM’, Computers & Education, Vol. 48, No. 2, pp.250–267.
[3]Azouzi, S., Hajlaou, J.E., Brahmi, Z. and Ghannouchi, S.A. (2021) ‘Collaborative e-learning process discovery in multi-tenant cloud’, International Journal of Intelligent Systems and Applications, Vol. 13, No. 2, pp.21–37.
[4]Sukendro, S., Habibi, A., Khaeruddin, K., Indrayana, B., Syahruddin, S., Makadada, F.A. and Hakim, H. (2020) ‘Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context’, Heliyon, Vol. 6, No. 11, p.e05410.
[5]Adigun, J.O., Irunokhai, E.A., Adeniji, O.A., Areo, Y.M., Onihunwa, J.O., Sada, Y.A. and Jeje, C.A. (2021) ‘Role of Coronavirus outbreak on adoption of electronic education in New Bussa, Niger State, Nigeria’, International Journal of Education and Management Engineering, Vol. 11, No. 5, pp.13–22.
[6]Aguilera-Hermida, A.P. (2020) ‘College students’ use and acceptance of emergency online learning due to COVID-19’, International Journal of Educational Research Open, Vol. 1, p.100011.
[7]Ali, W. (2020) ‘Online and remote learning in higher education institutes: a necessity in light of COVID-19 pandemic’, Higher Education Studies, Vol. 10, No. 3, pp.16–25.
[8]Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. and Lam, S. (2020) ‘COVID-19: 20 countries’ higher education intra-period digital pedagogy responses’, Journal of Applied Learning & Teaching, Vol. 3, No. 1, pp.1–20.
[9]Hassounah, M., Raheel, H. and Alhefzi, M. (2020) ‘Digital response during the COVID-19 pandemic in Saudi Arabia’, Journal of Medical Internet Research, Vol. 22, No. 9, p.e19338.
[10]Kamaludin, K., Chinna, K., Sundarasen, S., Khoshaim, H.B., Nurunnabi, M., Baloch, G.M., Sukayt, A. and Hossain, S.F.A. (2020) ‘Coping with COVID-19 and movement control order (MCO): experiences of university students in Malaysia’, Heliyon, Vol. 6, No. 11, p.e05339.
[11]Budiarto, M.K., Rejekiningsih, T. and Sudiyanto, S. (2021) ‘Implementation of computer-assisted learning in high school: teachers and students’ perspective’, International Journal of Education and Management Engineering, Vol. 11, No. 4, pp.26–34.
[12]Arumugam, T. (2020) Covid19: Education sector grapple with technology, virtual online classrooms. New Straits Times. [online] https://www.nst.com.my/news/nation/2020/04/585687/covid19-education-sector-grapple-technology-virtual-online-classrooms (Accessed 25 July 2021).
[13]Lee, S. (2020) Sabah student stays overnight in tree to get better internet connection for online university exams. The Star Online. [online] https://www.thestar.com.my/news/nation/2020/06/16/sabah-uni-student-stays-overnight-in-tree-to-get-better-internet-connection-for-online-exams (Accessed 17 July 2021).
[14]Davis, F.D. (1989) ‘Perceived usefulness, perceived ease of use, and user acceptance of information technology’, MIS Quarterly, Vol. 13, No. 3, pp.319–340.
[15]Mangin, J.P.L., Bourgault, N. and León, J.A.M. (2011) ‘Testing the application of the technology acceptance model in the French Quebecer banking environment’, International Advances in Economic Research, Vol. 17, No. 3, pp.364–365.
[16]Holden, R.J., Asan, O., Wozniak, E.M., Flynn, K.E. and Scanlon, M.C. (2016) ‘Nurses’ perceptions, acceptance, and use of a novel in-room pediatric ICU technology: testing an expanded technology acceptance model’, BMC Medical Informatics and Decision Making, Vol. 16, No. 1, pp.1–10.
[17]Park, E. and del Pobil, A.P. (2013) ‘Technology acceptance model for the use of tablet PCs’, Wireless Personal Communications, Vol. 73, No. 4, pp.1561–1572.
[18]Ramayah, T. and Ignatius, J. (2005) ‘Impact of perceived usefulness, perceived ease of use and perceived enjoyment on intention to shop online’, ICFAI Journal of Systems Management (IJSM), Vol. 3, No. 3, pp.36–51.
[19]Briz-Ponce, L. and García-Peñalvo, F.J. (2015) ‘An empirical assessment of a technology acceptance model for apps in medical education’, Journal of Medical Systems, Vol. 39, No. 11, pp.1–5.
[20]Lazim, C.S.L.M., Ismail, N.D.B. and Tazilah, M.D.A.K. (2021) ‘Application of technology acceptance model (TAM) towards online learning during covid-19 pandemic: accounting students perspective’, International Journal of Business, Economics and Law, Vol. 24, No. 1, pp.13–20.
[21]Mailizar, M., Burg, D. and Maulina, S. (2021) ‘Examining university students’ behavioural intention to use e-learning during the COVID-19 pandemic: an extended TAM model’, Education and Information Technologies, Vol. 26, No. 6, pp.7057–7077.
[22]Tsai, Y.R. (2015) ‘Applying the Technology Acceptance Model (TAM) to explore the effects of a Course Management System (CMS)-Assisted EFL writing instruction’, Calico Journal, Vol. 32, No. 1, pp.153–171.
[23]Venkatesh, V., Morris, M.G., Davis, G.B. and Davis, F.D. (2003) ‘User acceptance of information technology: toward a unified view’, MIS Quarterly, Vol. 27, No. 3, pp.425–478.
[24]Venkatesh, V., Thong, J.Y. and Xu, X. (2012) ‘Consumer acceptance and use of information technology: extending the unified theory of acceptance and use of technology’, MIS Quarterly, Vol. 36, No. 1, pp.157–178.
[25]Aria, R. and Archer, N. (2018) ‘Using an educational video vs. in-person education to measure patient perceptions of an online self-management support system for chronic illness’, Computers in Human Behavior, Vol. 84, pp.162–170.
[26]Azizi, S.M., Roozbahani, N. and Khatony, A. (2020) ‘Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model’, BMC Medical Education, Vol. 20, No.1, pp.1–9.
[27]El-Masri, M. and Tarhini, A. (2017) ‘Factors affecting the adoption of e-learning systems in Qatar and USA: extending the unified theory of acceptance and use of technology 2 (UTAUT2)’, Educational Technology Research and Development, Vol. 65, No. 3, pp.743–763.
[28]Mtebe, J.S., Mbwilo, B. and Kissaka, M.M. (2016) ‘Factors influencing teachers’ use of multimedia enhanced content in secondary schools in Tanzania’, The International Review of Research in Open and Distributed Learning, Vol. 17, No. 2, pp.65–84.
[29]Nikolopoulou, K., Gialamas, V. and Lavidas, K. (2020) ‘Acceptance of mobile phone by university students for their studies: an investigation applying UTAUT2 model’, Education and Information Technologies, Vol. 25, No. 5, pp.4139–4155.
[30]Bagozzi, R.P. (1982) ‘A field investigation of causal relations among cognitions, affect, intentions, and behavior’, Journal of Marketing Research, Vol. 19, No. 4, pp.562–584.
[31]McKinney, V., Yoon, K. and Zahedi, F.M. (2002) ‘The measurement of web-customer satisfaction: an expectation and disconfirmation approach’, Information Systems Research, Vol. 13, No. 3, pp.296–315.
[32]Nelson, R.R., Todd, P.A. and Wixom, B.H. (2005) ‘Antecedents of information and system quality: an empirical examination within the context of data warehousing’, Journal of Management Information Systems, Vol. 21, No. 4, pp.199–235.
[33]Jiang, G., Liu, F., Liu, W., Liu, S., Chen, Y. and Xu, D. (2021) ‘Effects of information quality on information adoption on social media review platforms: moderating role of perceived risk’, Data Science and Management, Vol. 1, No. 1, pp.13–22.
[34]Gu, B., Konana, P., Rajagopalan, B. and Chen, H.W.M. (2007) ‘Competition among virtual communities and user valuation: the case of investing-related communities’, Information Systems Research, Vol. 18, No. 1, pp.68–85.
[35]Liu, I.F., Chen, M.C., Sun, Y.S., Wible, D. and Kuo, C.H. (2010) ‘Extending the TAM model to explore the factors that affect intention to use an online learning community’, Computers & Education, Vol. 54, No. 2, pp.600–610.
[36]Lin, H.F. (2008) ‘Determinants of successful virtual communities: contributions from system characteristics and social factors’, Information & Management, Vol. 45, No. 8, pp.522–527.
[37]Cabrera-Sánchez, J.P., Villarejo-Ramos, Á.F., Liébana-Cabanillas, F. and Shaikh, A.A. (2021) ‘Identifying relevant segments of AI applications adopters–expanding the UTAUT2’s variables’, Telematics and Informatics, Vol. 58, p.101529.
[38]Tyrväinen, O., Karjaluoto, H. and Saarijärvi, H. (2020) ‘Personalization and hedonic motivation in creating customer experiences and loyalty in omnichannel retail’, Journal of Retailing and Consumer Services, Vol. 57, p.102233.
[39]Martín-Consuegra, D., Díaz, E., Gómez, M. and Molina, A. (2019) ‘Examining consumer luxury brand-related behavior intentions in a social media context: the moderating role of hedonic and utilitarian motivations’, Physiology & Behavior, Vol. 200, pp.104–110.
[40]Dodds, W.B., Monroe, K.B. and Grewal, D. (1991) ‘Effects of price, brand, and store information on buyers’ product evaluations’, Journal of Marketing Research, Vol. 28, No. 3, pp.307–319.
[41]Zeithaml, V.A. (1988) ‘Consumer perceptions of price, quality, and value: a means-end model and synthesis of evidence’, Journal of Marketing, Vol. 52, No. 3, pp.2–22.
[42]Nathan, R.J., Victor, V., Tan, M. and Fekete-Farkas, M. (2020) ‘Tourists’ use of Airbnb app for visiting a historical city’, Information Technology & Tourism, Vol. 22, No. 2, pp.217–242.
[43]Lau, L.S., Choong, Y.O., Wei, C.Y., Seow, A.N., Choong, C.K., Senadjki, A. and Ching, S.L. (2020) ‘Investigating nonusers’ behavioural intention towards solar photovoltaic technology in Malaysia: the role of knowledge transmission and price value’, Energy Policy, Vol. 144, p.111651.
[44]Lauver, K.J., Drum, D.M., Windsor, J.M. and Miller, S.M. (2013) ‘Preference of education mode: examining the reasons for choosing and perspectives of courses delivered entirely online’, Journal of Applied Research in Higher Education, Vol. 5, No. 1, pp.113–128.
[45]Kamal, A.A., Shaipullah, N.M., Truna, L., Sabri, M., & Junaini, S.N. (2020) ‘Transitioning to online learning during COVID-19 Pandemic: case study of a Pre-University Centre in Malaysia’, International Journal of Advanced Computer Science and Applications, Vol. 11, No. 6, pp.217–223.
[46]Kim, K.J., Liu, S. and Bonk, C.J. (2005) ‘Online MBA students' perceptions of online learning: benefits, challenges, and suggestions’, The Internet and Higher Education, Vol. 8, No. 4, pp.335–344.
[47]Britt, R. (2006) ‘Online education: a survey of faculty and students’, Radiologic Technology, Vol. 77, No. 3, pp.183–190.
[48]Taufik, N. and Hanafiah, M.H. (2019) ‘Airport passengers’ adoption behaviour towards self-check-in Kiosk Services: the roles of perceived ease of use, perceived usefulness and need for human interaction’, Heliyon, Vol. 5, No. 12, p.e02960.
[49]Izuagbe, R., Ibrahim, N.A., Ogiamien, L. O., Olawoyin, O. R., Nwokeoma, N. M., Ilo, P.I. and Osayande, O. (2019) ‘Effect of perceived ease of use on librarians'e-skills: basis for library technology acceptance intention’, Library & Information Science Research, Vol. 41, No. 3, p.100969.
[50]Ozturk, A.B., Bilgihan, A., Nusair, K. and Okumus, F. (2016) ‘What keeps the mobile hotel booking users loyal? Investigating the roles of self-efficacy, compatibility, perceived ease of use, and perceived convenience’, International Journal of Information Management, Vol. 36, No. 6, pp.1350–1359.
[51]Wong, T.K.M., Man, S.S. and Chan, A.H.S. (2021) ‘Exploring the acceptance of PPE by construction workers: an extension of the technology acceptance model with safety management practices and safety consciousness’, Safety Science, Vol. 139, p.105239.
[52]Akhtar, S.N. (2021) ‘Future opportunities for personalized online global learning’, in Khan B.A., Kuofie, M.H.S. and Suman, S. (ed.): Handbook of Research on Future Opportunities for Technology Management Education, IGI Global, pp.88–101.
[53]Chung, E., Subramaniam, G. and Dass, L.C. (2020) ‘Online learning readiness among university students in Malaysia amidst COVID-19’, Asian Journal of University Education, Vol. 16, No. 2, pp.46–58.
[54]Selvanathan, M., Hussin, N.A.M. and Azazi, N.A.N. (2020) ‘Students learning experiences during COVID-19: work from home period in Malaysian Higher Learning Institutions’, Teaching Public Administration, pp.1–10.
[55]Armitage, P., Berry, G. and Mathews, J.N. (2002) Statistical Methods in Medical Research, Blackwell Science, Oxford, UK.
[56]Hair, J.F., Black, W.C., Babin, B.J., Anderson, R.E. and Tatham, R.L. (2010) Multivariate data analysis, 7th ed., Pearson.
[57]Zhang, M., Liu, Y., Yan, W. and Zhang, Y. (2017) ‘Users’ continuance intention of virtual learning community services: the moderating role of usage experience’, Interactive Learning Environments, Vol. 25, No. 6, pp.685–703.
[58]Cheong, J. H. and Park, M.C. (2005). Mobile internet acceptance in Korea. Internet Research, Vol. 15, No. 2, pp.125–140.
[59]Wanner, T. and Palmer, E. (2015) ‘Personalising learning: exploring student and teacher perceptions about flexible learning and assessment in a flipped university course’, Computers & Education, Vol. 88, pp.354–369.
[60]Kim, C., Mirusmonov, M. and Lee, I. (2010) ‘An empirical examination of factors influencing the intention to use mobile payment’, Computers in Human Behavior, Vol. 26, No. 3, pp.310–322.
[61]Clayton, K.E., Blumberg, F.C. and Anthony, J.A. (2018) ‘Linkages between course status, perceived course value, and students’ preference for traditional versus non-traditional learning environments’, Computers & Education, Vol. 125, pp.175–181.
[62]Awang, Z. (2012) Structural Equation Modelling using AMOS Graphic. UiTM Press, Selangor, Malaysia.
[63]World Economic Forum (2020) The COVID-19 pandemic has changed education forever. This is how. [online] https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ (Accessed 26 August 2022).
[64]Azlan, C.A., Wong, J.H.D., Tan, L.K., Huri, M.S.N.A., Ung, N.M., Pallath, V., Tan, C.P.L., Yeong, C.H. and Ng, K.H. (2020) ‘Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic–a case study from Malaysia’, Physica Medica, Vol. 80, pp.10–16.
[65]Gao, W., Ping, S. and Liu, X. (2020) ‘Gender differences in depression, anxiety, and stress among college students: a longitudinal study from China’, Journal of Affective Disorders, Vol. 263, pp.292–300