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Nicolae Nistor
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From participation to dropout: Quantitative participation patterns in online university courses
N Nistor, K Neubauer
Computers & Education 55 (2), 663-672, 2010
2022010
Towards the integration of culture into the Unified Theory of Acceptance and Use of Technology
N Nistor, T Lerche, A Weinberger, C Ceobanu, JO Heymann
British Journal of Educational Technology 45 (1), 36-55, 2014
1732014
Participation in virtual academic communities of practice under the influence of technology acceptance and community factors. A learning analytics application
N Nistor, B Baltes, M Dascălu, D Mihăilă, G Smeaton, Ş Trăuşan-Matu
Computers in Human Behavior 34, 339-344, 2014
1402014
Educational technology acceptance across national and professional cultures: a European study
N Nistor, A Göğüş, T Lerche
Educational Technology Research and Development 61, 733-749, 2013
1382013
Sense of community in academic communities of practice: Predictors and effects
N Nistor, I Daxecker, D Stanciu, O Diekamp
Higher Education 69, 257-273, 2015
1182015
Online teaching and learning in higher education: Lessons learned in crisis situations
SI Hofer, N Nistor, C Scheibenzuber
Computers in Human Behavior 121, 106789, 2021
1092021
Educational Technology Acceptance across Cultures: A Validation of the Unified Theory of Acceptance and Use of Technology in the Context of Turkish National Culture.
A Gogus, N Nistor, T Lerche
Turkish Online Journal of Educational Technology-TOJET 11 (4), 394-408, 2012
872012
Examining the relationship between math scores and English language proficiency
D Henry, N Nistor, B Baltes
Journal of Educational Research and Practice 4 (1), 11-29, 2014
732014
Knowledge sharing and educational technology acceptance in online academic communities of practice
N Nistor, B Baltes, M Schustek
Campus-Wide Information Systems 29 (2), 108-116, 2012
702012
Stability of attitudes and participation in online university courses: Gender and location effects
N Nistor
Computers & Education 68 (1), 284-292, 2013
672013
When technology acceptance models won’t work: Non-significant intention-behavior effects
N Nistor
652014
Reconsidering the role of attitude in the TAM: An answer to Teo (2009a)
N Nistor, JO Heymann
British Journal of Educational Technology 41 (6), E142-E145, 2010
642010
Communities of practice in academia: Testing a quantitative model
N Nistor, F Fischer
Learning, Culture and Social Interaction 1 (2), 114-126, 2012
632012
What types of data are used in learning analytics? An overview of six cases
N Nistor, Á Hernández-García
Computers in Human Behavior 89, 335-338, 2018
582018
Lernen in Computernetzwerken: Erfahrungen mit einem virtuellen Seminar
N Nistor, H Mandl
Unterrichtswissenschaft 25 (1), 19-33, 1997
501997
Online help-seeking in communities of practice: Modeling the acceptance of conceptual artifacts
N Nistor, S Schworm, M Werner
Computers & Education 59 (2), 774-784, 2012
452012
Finding student-centered open learning environments on the internet: Automated dialogue assessment in academic virtual communities of practice
N Nistor, Ş Trăuşan-Matu, M Dascălu, H Duttweiler, C Chiru, B Baltes, ...
Computers in Human Behavior 47, 119-127, 2015
442015
Designing for fake news literacy training: A problem-based undergraduate online-course
C Scheibenzuber, S Hofer, N Nistor
Computers in Human Behavior 121, 106796, 2021
412021
Non-significant intention–behavior effects in educational technology acceptance: A case of competing cognitive scripts?
A Murillo Montes de Oca, N Nistor
Computers in Human Behavior 34, 333-338, 2014
382014
Non-significant intention-behavior effects in educational technology acceptance: A case of competing cognitive scripts?
A Murillo Montes de Oca, N Nistor
Computers in Human Behavior 34, 333-338, 2014
382014
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