EDP Sciences logo
Web of Conferences logo
Search
Menu
All issues Volume 68 (2024) ITM Web Conf., 68 (2024) 01024 References
Open Access
Issue
ITM Web Conf.
Volume 68, 2024
2024 First International Conference on Artificial Intelligence: An Emerging Technology in Management (ICAETM 2024)
Article Number 01024
Number of page(s) 12
Section Engineering Technology & Management
DOI https://doi.org/10.1051/itmconf/20246801024
Published online 12 December 2024
  1. K. Mundy, and H. and A. E. Leadership, Exploring Educational Technology Policies and Practices of the World Bank, Available: https://tspace.library.utoronto.ca/handle/1807/138069 Retrieved from https://tspace.library.utoronto.ca/handle/1807/138069 [Google Scholar]
  2. J. Ober, and A. Kochmańska, “Remote Learning in Higher Education: Evidence from Poland,” International Journal of Environmental Research and Public Health 19, 14479 (2022). doi:10.3390/ijerph192114479 [CrossRef] [Google Scholar]
  3. X. Tang, and S. R. Zainal, “Artificial Intelligence and Its Impact on Educarist’s Innovative Behavior: A Survey Exploration Guided by Rogers’ Theory of Innovation,”, doi: 10.21203/rs.3.rs-3315564/v1. doi:10.21203/rs.3.rs3315564/v1 [Google Scholar]
  4. O. Alharbi, and V. Lally, “Adoption of e-learning in saudi arabian university education: three factors affecting educators,”, doi: 10.5281/zenodo.1039316. doi:10.5281/zenodo.1039316 [Google Scholar]
  5. N. Lim, “Escaping the Computer-Forensics Certification Maze: A Survey of Professional Certifications,”, doi: 10.17705/1cais.02330. doi:10.17705/1cais.02330 [Google Scholar]
  6. N. Selwyn, “Looking beyond learning: notes towards the critical study of educational technology,” Journal of Computer Assisted Learning 26, 65–73 (2010). doi:10.1111/j.1365-2729.2009.00338.x [CrossRef] [Google Scholar]
  7. S. Moono, Teachers’ and pupils’ perceptions of Information Communication Techonology(ICT)as an examinable curriculum subject in selected secondary schools of Mazabuka district,Zambia, Available: http://dspace.unza.zm/handle/123456789/5270. Retrieved from http://dspace.unza.zm/handle/123456789/5270 [Google Scholar]
  8. K.-J. Kim, and C. J. Bonk, “The Future of Online Teaching and Learning in Higher Education: The Survey Says…,” Educause Quarterly Number 4, 22–23 (2006). Retrieved from https://faculty.weber.edu/eamsel/Research%20Groups/On-line%20Learning/Bonk%20(2006).pdf [Google Scholar]
  9. S. Dhawan, “Online Learning: A Panacea in the Time of COVID-19 Crisis,” Journal of Educational Technology Systems 49, 5–22 (2020). doi:10.1177/0047239520934018 [CrossRef] [Google Scholar]
  10. L. Harasim, “A History of E-learning: Shift Happened,” in Springer eBooks (2007) pp. 59–94. doi:10.1007/978-1-4020-3803-7_2 [Google Scholar]
  11. K. Messiou, and M. Ainscow, “Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools,” British Educational Research Journal 46, 670–687 (2020). doi:10.1002/berj.3602 [CrossRef] [Google Scholar]
  12. A. A. Nkechi, A. O. Ojo, and O. A. Eneh, “Impact of Artificial Intelligence in Achieving Quality Education,” in Artificial intelligence (2024). doi:10.5772/intechopen.1004871 [Google Scholar]
  13. D. E. Prince, C. Dewodo, and P. B. Atiglah, “ICT skills, and benefits of teaching and learning animal science with blended learning at colleges of education in Ghana,” Journal of Education and Learning (EduLearn) 14, 289–300 (2020). doi:10.11591/edulearn.v14i2.14921 [CrossRef] [Google Scholar]
  14. B. Ravichandran, and K. Shanmugam, “Adoption of EdTech products among college students: a conceptual study,”, doi: 10.1108/manm-07-2023-0026. [Google Scholar]
  15. T. Muthuprasad, S. Aiswarya, K. S. Aditya, and G. K. Jha, “Students’ perception and preference for online education in India during COVID-19 pandemic,” Social Sciences & Humanities Open 3, 100101 (2021). doi:10.1016/j.ssaho.2020.100101 [CrossRef] [Google Scholar]
  16. I. A. Farley, and N. C. Burbules, “Online education viewed through an equity lens: Promoting engagement and success for all learners,”, doi: 10.1002/rev3.3367. [Google Scholar]
  17. M. L. Stephens, and J. Coryell, “Faculty Perspectives on Context, Benefits, and Challenges in Fully Online Graduate Adult Education Programs,” Adult Learning 32, 79–88 (2020). doi:10.1177/1045159520959468 [Google Scholar]
  18. D. Rodriguez-Segura, “EdTech in Developing Countries: A Review of the Evidence,” The World Bank Research Observer 37, 171–203 (2021). doi:10.1093/wbro/lkab011 [Google Scholar]
  19. S. R. Cellini, and H. Grueso, “Student Learning in Online College Programs,” AERA Open 7, 233285842110081 (2021). doi:10.1177/23328584211008105 [CrossRef] [Google Scholar]
  20. J. Littenberg-Tobias, and J. Reich, “Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program,” The Internet and Higher Education 47, 100759 (2020). doi:10.1016/j.iheduc.2020.100759 [CrossRef] [Google Scholar]
  21. N. C. Burbules, G. Fan, and P. Repp, “Five trends of education and technology in a sustainable future,” Geography and Sustainability 1, 93–97 (2020). doi:10.1016/j.geosus.2020.05.001 [CrossRef] [Google Scholar]
  22. P. Araiza-Alba, T. Keane, W. S. Chen, and J. Kaufman, “Immersive virtual reality as a tool to learn problem-solving skills,” Computers & Education 164, 104121 (2021). doi:10.1016/j.compedu.2020.104121 [CrossRef] [Google Scholar]
  23. J. Hacker, J. V. Brocke, J. Handali, M. Otto, and J. Schneider, “Virtually in this together – how webconferencing systems enabled a new virtual togetherness during the COVID-19 crisis,” European Journal of Information Systems 29, 563–584 (2020). doi:10.1080/0960085x.2020.1814680 [CrossRef] [Google Scholar]
  24. K. SiRiPongdee, P. Pimdee, and S. Tuntiwongwanich, “A blended learning model with IoTbased technology: effectively used when the COVID-19 pandemic?,” Journal for the Education of Gifted Young Scientists 8, 905–917 (2020). doi:10.17478/jegys.698869 [CrossRef] [Google Scholar]
  25. L. Qader, “Employing Cloud Technologies in ELearning Systems: University Students and Teachers’ Ability in Storing Information in ‘Cloud’: A ‘Google Classroom’ Study,” Mağallaẗ Al-tarbiyaẗ Wa-al-‘ilm 29, 245–258 (2020). doi:10.33899/edusj.2020.127247.1080 [Google Scholar]
  26. F. Ferri, P. Grifoni, and T. Guzzo, “Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations,” Societies 10, 86 (2020). doi:10.3390/soc10040086 [CrossRef] [Google Scholar]
  27. F. Tuma, “The use of educational technology for interactive teaching in lectures,” Annals of Medicine and Surgery 62, 231–235 (2021). doi:10.1016/j.amsu.2021.01.051 [CrossRef] [Google Scholar]
  28. A. E. Garcia‐Vedrenne, C. Orland, K. M. Ballare, B. Shapiro, and R. K. Wayne, “Ten strategies for a successful transition to remote learning: Lessons learned with a flipped course,” Ecology and Evolution 10, 12620–12634 (2020). doi:10.1002/ece3.6760 [CrossRef] [Google Scholar]
  29. R. S. V. Parkes, and V. R. D. Barrs, “Interaction Identified as both a Challenge and a Benefit in a Rapid Switch to Online Teaching during the COVID-19 Pandemic,” Journal of Veterinary Medical Education 48, 629–635 (2021). doi:10.3138/jvme-2020-0063 [CrossRef] [Google Scholar]
  30. C. J. Maker, “From Leading to Guiding, Facilitating, and Inspiring: A Needed Shift for the 21st Century,” Education Sciences 12, 18 (2021). doi:10.3390/educsci12010018 [CrossRef] [Google Scholar]
  31. S. R. Shihab, N. Sultana, A. Samad, and M. Hamza, “Educational Technology in Teaching Community: Reviewing the Dimension of Integrating Ed-Tech Tools and Ideas in Classrooms,” Eduvest Journal of Universal Studies 3, 1028–1039 (2023). doi:10.59188/eduvest.v3i6.835 [CrossRef] [Google Scholar]
  32. S. Susanto, E. Muafiah, A. Desrani, A. W. Ritonga, and A. R. Hakim, “Trends of Educational Technology (EdTech): Students’ Perceptions of Technology to Improve the Quality of Islamic Higher Education in Indonesia,” International Journal of Learning Teaching and Educational Research 21, 226–246 (2022). doi:10.26803/ijlter.21.6.14 [CrossRef] [Google Scholar]
  33. N. Saluky, and N. N. Bahiyah, “Revolutionizing Education: Unlocking the Potential of Asynchronous Video for Interactive Online Learning,” International Journal of Education and Humanities 3, 187–196 (2023). doi:10.58557/(ijeh).v3i2.149 [CrossRef] [Google Scholar]
  34. K. L.-M. Ang, F. L. Ge, and K. P. Seng, “Big Educational Data & Analytics: Survey, Architecture and Challenges,” IEEE Access 8, 116392–116414 (2020). doi:10.1109/access.2020.2994561 [CrossRef] [Google Scholar]
  35. Y. Li, M. Chang, H. Zhao, C. Jiang, and S. Xu, “Anxiety only makes it worse: Exploring the impact mechanisms of app‐based learning on performance progress,” Journal of Computer Assisted Learning 39, 63–76 (2022). doi:10.1111/jcal.12727 [Google Scholar]
  36. E. M. McCarthy, Y. Liu, and K. L. Schauer, “Strengths-based blended personalized learning: An impact study using virtual comparison group,” Journal of Research on Technology in Education 52, 353–370 (2020). doi:10.1080/15391523.2020.1716202 [CrossRef] [Google Scholar]
  37. A. Haleem, M. Javaid, M. A. Qadri, and R. Suman, “Understanding the role of digital technologies in education: A review,” Sustainable Operations and Computers 3, 275–285 (2022). doi:10.1016/j.susoc.2022.05.004 [CrossRef] [Google Scholar]
  38. H. A. Pearson, and A. K. Dubé, “3D printing as an educational technology: theoretical perspectives, learning outcomes, and recommendations for practice,” Education and Information Technologies 27, 3037–3064 (2021). doi:10.1007/s10639-021-10733-7 [Google Scholar]
  39. J. M. Sancho-Gil, P. Rivera-Vargas, and R. MiñoPuigcercós, “Moving beyond the predictable failure of Ed-Tech initiatives,” Learning Media and Technology 45, 61–75 (2019). doi:10.1080/17439884.2019.1666873 [Google Scholar]
  40. M. Ideland, “Google and the end of the teacher? How a figuration of the teacher is produced through an edtech discourse,” Learning Media and Technology 46, 33–46 (2020). doi:10.1080/17439884.2020.1809452 [Google Scholar]
  41. N. Amalyan, Artificial intelligence technologies in educational management (based on Ukrainian State University named after Mykhailo Drahomanov), Available: http://elib.uacu.edu.ua/xmlui/handle/123456789/259. Retrieved from http://elib.uacu.edu.ua/xmlui/handle/123456789/259 [Google Scholar]
  42. D. Audras, A. Zhao, C. Isgar, and Y. Tang, “Virtual teaching assistants: A survey of a novel teaching technology,” International Journal of Chinese Education 11, 2212585X2211216 (2022). doi:10.1177/2212585x221121674 [CrossRef] [Google Scholar]
  43. D. Paulsrud, and C. Nilholm, “Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support,” International Journal of Inclusive Education 27, 541–555 (2020). doi:10.1080/13603116.2020.1846799 [Google Scholar]
  44. J. C. Turner, and A. L. Christensen, “Using state space grids to analyze teacher–student interaction over time,” Educational Psychologist 55, 256–266 (2020). doi:10.1080/00461520.2020.1793763 [CrossRef] [Google Scholar]
  45. A. Bruhn, J. Wehby, L. Hoffman, S. Estrapala, A. Rila, E. Hancock, A. Van Camp, et al., “A Randomized Control Trial on the Effects of MoBeGo, a SelfMonitoring App for Challenging Behavior,” Behavioral Disorders 48, 29–43 (2022). doi:10.1177/01987429221093987 [CrossRef] [Google Scholar]
  46. J. Perrmann-Graham, J. Liu, C. Cangioni, and S. E. Spataro, “Fostering psychological safety: Using improvisation as a team building tool in management education,” The International Journal of Management Education 20, 100617 (2022). doi:10.1016/j.ijme.2022.100617 [CrossRef] [Google Scholar]
  47. D. Vyortkina, and R. Stys, “Green It Strategies And Practices In Higher Education,”, doi: 10.21125/inted.2023.1466. [Google Scholar]
  48. T. G. Ford, and K. Hewitt, “Better integrating summative and formative goals in the design of next generation teacher evaluation systems,” Education Policy Analysis Archives 28, 63 (2020). doi:10.14507/epaa.28.5024 [CrossRef] [Google Scholar]
  49. L. Castañeda, and B. Williamson, “Assembling New Toolboxes of Methods and Theories for Innovative Critical Research on Educational Technology,” Journal of New Approaches in Educational Research 10, 1 (2021). doi:10.7821/naer.2021.1.703 [CrossRef] [Google Scholar]
  50. V. Basilotta-Gómez-Pablos, M. Matarranz, L.-A. Casado-Aranda, and A. Otto, “Teachers’ digital competencies in higher education: a systematic literature review,”, doi: 10.1186/s41239-021-00312-8. doi:10.1186/s41239-021-00312-8 [Google Scholar]
  51. S. Jain, M. Lall, and A. Singh, “Teachers’ Voices on the Impact of COVID-19 on School Education: Are EdTech Companies Really the Panacea?,” Contemporary Education Dialogue 18, 58–89 (2020). doi:10.1177/0973184920976433 [Google Scholar]
  52. E. Cejudo-García, F. Navarro-Valverde, and J. A. Cañete-Pérez, “Who Decides and Who Invests? The Role of the Public, Private and Third Sectors in Rural Development according to Geographical Contexts: The LEADER Approach in Andalusia, 2007-2015,” Sustainability 14, 3853 (2022). doi:10.3390/su14073853 [CrossRef] [Google Scholar]
  53. L. Farhat, “From E-learning to Ed-tech; A Case Study of India’s Road to Education 4.0,” Retrieved from https://irs.org.pk/Focus/FJan23.pdf. Retrieved from https://irs.org.pk/Focus/FJan23.pdf [Google Scholar]
  54. N. Selwyn, “Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis,” E-Learning and Digital Media 18, 496–510 (2021). doi:10.1177/20427530211022951 [CrossRef] [Google Scholar]
  55. S. Von Struensee, “Eye on Developments in Artificial Intelligence and Children’s Rights: Artificial Intelligence in Education (AIEd), EdTech, Surveillance, and Harmful Content,”, doi: 10.2139/ssrn.3882296. doi:10.2139/ssrn.3882296 [Google Scholar]
  56. S. Jain, M. Lall, and A. Singh, “Teachers’ Voices on the Impact of COVID-19 on School Education: Are EdTech Companies Really the Panacea?,” Contemporary Education Dialogue 18, 58–89 (2020). doi:10.1177/0973184920976433 [Google Scholar]
  57. C. Taylor, B. Dewsbury, and C. Brame, “Technology, Equity, and Inclusion in the Virtual Education Space,” in Springer eBooks (2022) pp. 35–60. doi:10.1007/978-3-030-95633-2_2 [Google Scholar]
  58. C. Y.-C. Chen, E. Byrne, and T. Vélez, “Impact of the 2020 pandemic of COVID-19 on Families with School-aged Children in the United States: Roles of Income Level and Race,” Journal of Family Issues 43, 719–740 (2021). doi:10.1177/0192513x21994153 [Google Scholar]
  59. G. Roy, R. Babu, Md. A. Kalam, N. Yasmin, T. Zafar, and S. R. Nath, “Response, readiness and challenges of online teaching amid COVID-19 pandemic: the case of higher education in Bangladesh,” The Educational and Developmental Psychologist 40, 40–50 (2021). doi:10.1080/20590776.2021.1997066 [Google Scholar]
  60. D. Sale, “Creative Teaching Competence and EdTech: Total Pedagogy,” in Cognitive science and technology (2020) pp. 207–241. doi:10.1007/978-98115-3469-0_6 [CrossRef] [Google Scholar]
  61. M. Palioura, and C. Dimoulas, “Digital Storytelling in Education: A Transmedia Integration Approach for the Non-Developers,” Education Sciences 12, 559 (2022). doi:10.3390/educsci12080559 [CrossRef] [Google Scholar]
  62. M. Vujnovic, and J. E. Foster, “‘Cut to Grow’ and the Spider Web of the New Global TEMPS,” in Palgrave critical university studies (2022) pp. 105–143. doi:10.1007/978-3-031-12370-2_4 [CrossRef] [Google Scholar]
  63. M. Mishra, “Covid-19 and school education in India: A critical spatial and ‘meritocratic’ appraisal of emerging EdTech,”, doi: 10.1177/17577438231187126. doi:10.1177/17577438231187126 [Google Scholar]
  64. T. Prodjomaroeto, and A. Muhyidin, Disrupting Higher Education: Assessing the Impact of COVID-19 on Higher Education Institutions in Indonesia and the United States, Available: https://api.semanticscholar.org/CorpusID:236760855. Retrieved from https://api.semanticscholar.org/CorpusID:236760855 [Google Scholar]
  65. G. Kamalakar, and K. Kamala, “Inclusive Education: Bridging the Gap for Diverse Learners in India,”, doi: 10.52711/2321-5828.2024.00017. doi:10.52711/2321-5828.2024.00017 [Google Scholar]
  66. P. S. Al-Abdullah, and S. Aithal, “Super Innovation in Higher Education by Nurturing Business Leaders through Incubationship,”, doi: 10.2139/ssrn.4673874. doi:10.2139/ssrn.4673874 [Google Scholar]
  67. H. Karjalainen, “Cultural identity and its impact on today’s multicultural organizations,” International Journal of Cross Cultural Management 20, 249–262 (2020). doi:10.1177/1470595820944207 [CrossRef] [Google Scholar]
  68. V. Bajaj, and M. Mathur, “Indian ed tech ecosystem: Drivers and challenges,” Siddhanta Journal of Decision Making 22, 148–154 (2022). doi:10.5958/2231-0657.2022.00014.3 [CrossRef] [Google Scholar]
  69. S. K. Jena, “Education technology and E-learning Sector in enhancing Knowledge Management Systems: The Growth, Financial and Economical Concern in Indian Context,”, doi: 10.46852/0424-2513.3.2023.38. doi:10.46852/0424-2513.3.2023.38 [Google Scholar]
  70. A. Varma, P. Patel, V. Prikshat, D. Hota, and V. Pereira, “India’s new education policy: a case of indigenous ingenuity contributing to the global knowledge economy?,” Journal of Knowledge Management 25, 2385–2395 (2021). doi:10.1108/jkm-11-2020-0840 [CrossRef] [Google Scholar]
  71. R. Moirano, M. A. Sánchez, and L. Štěpánek, “Creative interdisciplinary collaboration: A systematic literature review,” Thinking Skills and Creativity 35, 100626 (2019). doi:10.1016/j.tsc.2019.100626 [Google Scholar]
  72. J. M. Sancho-Gil, P. Rivera-Vargas, and R. MiñoPuigcercós, “Moving beyond the predictable failure of Ed-Tech initiatives,” Learning Media and Technology 45, 61–75 (2019). doi:10.1080/17439884.2019.1666873 [Google Scholar]
  73. J. Christensen, L. Aarøe, M. Baekgaard, P. Herd, and D. P. Moynihan, “Human Capital and Administrative Burden: The Role of Cognitive Resources in Citizen‐ State Interactions,” Public Administration Review 80, 127–136 (2019). doi:10.1111/puar.13134 [Google Scholar]
  74. S. Hennessy, K. Jordan, D. A. Wagner, and E. H. Team, Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Lowand MiddleIncome Countries, (2021). doi:10.5281/zenodo.4332693 [Google Scholar]
  75. M. K. Dwivedi, and N. Virmani, “Disruptive innovation of EdTech companies in emerging economy during COVID-19,” International Journal of Learning Technology 18, 388–408 (2023). doi:10.1504/ijlt.2023.135905 [CrossRef] [Google Scholar]
  76. A. Al-Abdullah, and L. Hassan, Factors Determining the Success and Failure of EdTech Initiatives in Rural Academic Institutions, Available: https://scicadence.com/index.php/AI-IoTREVIEW/article/view/9. Retrieved from https://scicadence.com/index.php/AI-IoTREVIEW/article/view/9 [Google Scholar]
  77. J. Verma, “Digitization of Education: Growth Signs for EdTech Ecosystem,” in Apple Academic Press eBooks (2024) pp. 29–42. doi:10.1201/9781032713366-3 [Google Scholar]
  78. D. H. A. B. Puzari Rakhi, Growth of Edtech Market in India: A Study on Pre-pandemic and Ongoing Pandemic situation, Available: https://www.journalppw.com/index.php/jpsp/article/view/3005. Retrieved from https://www.journalppw.com/index.php/jpsp/article/view/3005 [Google Scholar]
  79. R. Basu, and A. Majumdar, “The Economic Crisis Faced by One of the Biggest Ed-Tech Companies in the World,” in Advances in finance, accounting, and economics book series (2024) pp. 161–168. doi:10.4018/979-8-3693-1544-6.ch008 [CrossRef] [Google Scholar]
  80. D. M. Mahapatra, and S. K. Baral, “Redefining Emerging Start-ups’ Issues in India During Pandemic Time,” SEDME (Small Enterprises Development Management & Extension Journal) a Worldwide Window on MSME Studies 48, 103–118 (2021). doi:10.1177/09708464211066182 [CrossRef] [Google Scholar]
  81. A. Jha, N. Jha, K. R. Bhatele, S. Patsariya, and J. S. Pahariya, “COVID-19,” in Advances in educational technologies and instructional design book series (2022) pp. 26–55. doi:10.4018/978-1-7998-9168-0.ch002 [CrossRef] [Google Scholar]
  82. S. Momotaj, Outlet Branding & Promotion: Activities of Twelve Clothing Limited, Available: http://dspace.uiu.ac.bd/handle/52243/2604. Retrieved from http://dspace.uiu.ac.bd/handle/52243/2604 [Google Scholar]
  83. O. S. Al-Kwifi, A. K. A. Farha, and W. S. Zaraket, “Competitive Dynamics Between Multinational Companies and Local Rivals in Emerging Markets,” FIIB Business Review 9, 189–204 (2020). doi:10.1177/2319714520939673 [CrossRef] [Google Scholar]
  84. J. Amankwah-Amoah, Z. Khan, G. Wood, and G. Knight, “COVID-19 and digitalization: The great acceleration,” Journal of Business Research 136, 602–611 (2021). doi:10.1016/j.jbusres.2021.08.011 [CrossRef] [Google Scholar]
  85. W. C. Birmingham, L. L. Wadsworth, J. H. Lassetter, T. C. Graff, E. Lauren, and M. Hung, “COVID-19 lockdown: Impact on college students’ lives,” Journal of American College Health 71, 879–893 (2021). doi:10.1080/07448481.2021.1909041 [Google Scholar]
  86. Y. Chen, A. Y. C. Hou, and L. Huang, “Development of distance education in Chinese higher education in perspectives of accessibility, quality and equity under COVID-19,” Asian Education and Development Studies 11, 356–365 (2021). doi:10.1108/aeds-05-2020-0118 [Google Scholar]
  87. C. C. Johnson, J. B. Walton, L. Strickler, and J. B. Elliott, “Online Teaching in K-12 Education in the United States: A Systematic Review,” Review of Educational Research 93, 353–411 (2022). doi:10.3102/00346543221105550 [Google Scholar]
  88. A. Jha, and N. Jha, “Exploring the Role of Ed-Tech Start-Ups and Digital Divide in Online Learning During the Coronavirus Pandemic in the Indian Education System,” in Advances in early childhood and K-12 education (2022) pp. 222–248. doi:10.4018/978-1-79988405-7.ch014 [Google Scholar]
  89. C. F. Ng, “The Physical Learning Environment of Online Distance Learners in Higher Education – A Conceptual Model,”, doi: 10.3389/fpsyg.2021.635117. doi:10.3389/fpsyg.2021.635117 [Google Scholar]
  90. F. Macgilchrist, “Cruel optimism in edtech,” in Routledge eBooks (2020) pp. 107–116. doi:10.4324/9780429341359-9 [Google Scholar]
  91. J.N. Vidani, K.N. Pathak, “A survey on awareness and satisfaction level of the consumers of online gifting with special reference to Ahmadabad city”, Governance in E-commerce: Contemporary Issues & Challenges, 2016, 121–135 [Google Scholar]
  92. S. Kumar, Y. Gorodnichenko, and O. Coibion, “The Effect of Macroeconomic Uncertainty on Firm Decisions,” Econometrica 91, 1297–1332 (2023). doi:10.3982/ecta21004 [CrossRef] [Google Scholar]
  93. R. Chatterjee, “Private EdTech Companies in India: The Techno-Financial Aspects,”, doi: 10.46852/04242513.4.2023.23. doi:10.46852/0424-2513.4.2023.23 [Google Scholar]
  94. D. Blake, “The Great Game Will Never End: Why the Global Financial Crisis Is Bound to Be Repeated,” Journal of Risk and Financial Management 15, 245 (2022). doi:10.3390/jrfm15060245 [CrossRef] [Google Scholar]
  95. T. Wollmann, How to Get Away with Merger: Stealth Consolidation and Its Effects on US Healthcare, (2020). doi:10.3386/w27274 [CrossRef] [Google Scholar]
  96. R. Chandra, and M. Walton, “Big potential, big risks? Indian capitalism, economic reform and populism in the BJP era,” India Review 19, 176–205 (2020). doi:10.1080/14736489.2020.1744997 [CrossRef] [Google Scholar]
  97. S.L. Althaus, Computer-mediated communication in the university classroom: An experiment with online discussions, Communication Education 46, 3 (1997) 158–174 [Google Scholar]
  98. G.M. Sullivan, A primer on the validity of assessment instruments, Journal of Graduate Medical Education 3, 2 (2011) 119. https://meridian.allenpress.com/jgme/articleabstract/3/2/119/33876 [CrossRef] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.