K-12 students’ online learning motivation in China: An integrated model based on community of inquiry and technology acceptance theory

Published: 06-04-2021| Version 1 | DOI: 10.17632/tjd3sxxf6b.1
Contributors:
Mingzhang Zuo,
Yue Hu,
Heng Luo,
Hongjie Ouyang

Description

This study investigates the effects of K-12 students’ perceived presence and technology acceptance on their online learning motivation. A total of 13,610 K-12 students from the Hubei province of China participated in the survey.

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