<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Costin   Pribeanu</style></author><author><style face="normal" font="default" size="100%">Gabriel Gorghiu</style></author><author><style face="normal" font="default" size="100%">Santi, E. A.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DRIVERS OF CONTINUANCE INTENTION TO USE THE ONLINE LEARNING PLATFORM AFTER THE COVID-19 PANDEMIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19 pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">distance education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">online learning platform</style></keyword><keyword><style  face="normal" font="default" size="100%">TAM</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1667683017.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">With the start of the COVID-19 pandemic period, the need to continue the educational process imposed the exclusive move to the online environment - a new and insufficiently prepared experience, which generated controversies, but also reflections, and adaptation for teachers, students, decision-makers, and even parents. The major concern of the academic community was related to the quality of the educational process and how the student-centered education paradigm can be introduced in the online environment. The students and teachers of the post-pandemic generation are no longer the same, this period has strongly impacted society, mentalities, and the school's future. Analyzing online education from multiple perspectives, the advantages, and opportunities generated by the integration of ICT in the teaching process are obvious. However, many variables have an impact on the effectiveness of e-learning, and many unanswered questions, yet. This research aims to analyze the key drivers of technology acceptance and the role played by three external variables: content adaptation, facilitating conditions, and ease of access in the context of exclusive online education. For this purpose, an extended technology acceptance model has been conceptualized and tested on a sample of Romanian university students. The results illustrate that content adaptation represents an important predictor of both the perceived ease of use and usefulness. The model explained a lot of variance in the continuance intention which is due to the positive attitude towards using the online learning platform in the future.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">724-736</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Gabriel Gorghiu</style></author><author><style face="normal" font="default" size="100%">Costin   Pribeanu</style></author><author><style face="normal" font="default" size="100%">Vincentas  Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Violeta Slekiene</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USEFULNESS OF MOBILE TEACHING AND LEARNING AS PERCEIVED BY ROMANIAN AND LITHUANIAN SCIENCE TEACHERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational usefulness</style></keyword><keyword><style  face="normal" font="default" size="100%">learning motivation</style></keyword><keyword><style  face="normal" font="default" size="100%">mobile learning</style></keyword><keyword><style  face="normal" font="default" size="100%">mobile teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pilot research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1600951632.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">With the explosion of mobile technologies, mobile teaching and learning became an important educational challenge. Since both teachers and students are increasingly using mobile devices in their everyday life, the question is why so little progress has been made in this direction. Clearly, the initiative of introducing mobile technology in class should come from teachers. Existing research shows a large diversity of factors that are influencing their perception as regards the usefulness and opportunity of mobile teaching and learning. This research aims to understand the extent to which the expectancy of increased students’ motivation and better understanding are influencing the perception of mobile teaching usefulness. A structural model has been developed and tested on two samples of science education teachers, one from Romania and the other from Lithuania. The results show that the expectancy of a better understanding of lessons by students has an important effect on the teachers’ perception of mobile teaching and learning.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">719-733</style></section></record></records></xml>