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					81297DCA1600B455D2EEA4CB4C431785
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	author={{Mensah,E.A} and {Sachi,P.J} and {Greene,R.A} and {Loglo,F.S} and {Donkor,D.O} and {Bempah,S}},
	journal={{Global Journal of Human Social Sciences}},
	journal={{GJHSS}}2249-460X0975-587X10.34257/GJHSS,
	address={Cambridge, United States},
	publisher={Global Journals Organisation}2192537
}

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	title={{Information management and elearning: some perspectives}}
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	author={{
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	title={{A model for self-regulated distance language learning. Distance Education}}
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	title={{Technology-enhanced teaching and learning: A case study of the Faculty of Art in Kwame Nkrumah University of Science and Technology. Kumasi: Department of General Arts Studies}}
		,
	author={{
			EAnnku
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			,
	year={2014}
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	publisher={KNUST}
		
	

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		,
	title={{An exploration of experiences and determinants of blended learning adoption among students in higher education institutions: A case study of Ghana Technology University}}
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	author={{
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	year={2018. November}
			
		
	
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	note={European Conference on e-Learning}

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		,
	title={{The role of elearning, advantages, and disadvantages of its adoption in higher education}}
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	author={{
			VArkorful
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}

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			,
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}

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}

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		,
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}

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		,
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}

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			,
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}

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		,
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}

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	year={2007}
		
	

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		,
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}

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		,
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}

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	author={{
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			,
	address={Hersey, PA}
		
	

}

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		,
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}

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		,
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}

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}

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}

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		,
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}

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	title={{ICT adoption and use in UK SMEs: A failure of initiatives?}}
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	author={{
			GHarindranath
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}

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	title={{The difference between emergency remote teaching and online learning}}
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	author={{
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	title={{Developing science students' metacognitive problem-solving skills online}}
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	author={{
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		,
	journal={{Australasian Journal of Educational Technology}}
		
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}

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	title={{Factors affecting e-learning adoption in developing countries-Empirical evidence from Pakistan's higher education sector}}
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	author={{
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		,
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}

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	title={{Against all odds: Education in Germany coping with Covid-19}}
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	author={{
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		,
	journal={{Postdigital Science and Education}}
		
			
			,
	year={2020}
		
	

}

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	title={{Self-regulated learning strategies employed by regular, evening, and distance education English language and literature students}}
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		,
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	year={2014}
		
	

}

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	title={{College students' perceived threat and preference for seeking help in traditional, distributed, and distance learning environments}}
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	author={{
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}

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	author={{
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	journal={{British Journal of Educational Psychology}}
		
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}

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	title={{MOOC learners' demographics, selfregulated learning strategy, perceived learning, and satisfaction: A structural equation modeling approach}}
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	author={{
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		,
	journal={{Computers & Education}}
		
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	year={2019}
		
	

}

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	title={{Perceived satisfaction, perceived usefulness, and interactive learning environments as predictors to selfregulation in e-learning environments}}
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	author={{
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}

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	title={{The role of meta-cognitive self-regulated learning strategies in enhancing language performance: A theoretical and empirical review}}
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		,
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}

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	title={{Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies}}
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	title={{Student barriers to online learning: A factor analytic study}}
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			,
	year={2014}
		
	

}

@incollection{b42,
	
	
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	title={{Exploring the Trend of ICT Adoption in Tertiary Institutions in Ghana: A Case Study of Kwame Nkrumah University of Science and Technology}}
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	author={{
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	journal={{Information and Knowledge Management}}
		
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}

@incollection{b43,
	
	
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	title={{Applying information technology to improve teaching and learning in an African University}}
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	,
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}

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	title={{Classroom applications of research on self-regulated learning}}
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}

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}

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}

@incollection{b51,
	
	
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	title={{Understanding mobile learning from the perspective of self-regulated learning}}
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}

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	title={{Education for sustainable dvelopment}}
		
	
	
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@incollection{b55,
	
	
		,
	title={{Promoting undergraduate student self-regulation in online learning environments}}
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	author={{
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		,
	booktitle={{Online Learning}}
				
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}

@incollection{b56,
	
	
		,
	title={{Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning}}
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}

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	title={{Education and poverty in Tanzania}}
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	title={{Effects of embedded strategies on promoting the use of self-regulation learning strategies in an online learning environment}}
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	author={{
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	journal={{Journal of Educational Technology Systems}}
		
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}

@incollection{b60,
	
	
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	title={{University students' self-regulated learning using digital technologies}}
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	author={{
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	journal={{International Journal of Educational Technology in Higher Education}}
		
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}

@incollection{b61,
	
	
		,
	title={{Student media usage patterns and non-traditional learning in higher Education}}
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	author={{
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	journal={{International Review of Research in Open and Distributed Learning}}
		
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}

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	title={{Attaining self-regulation: a social cognitive perspective}}
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}

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		,
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}

@incollection{b65,
	
	
		,
	title={{Investigating self-regulation andotivation: Historical background, methodological developments, and future prospects}}
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}

@incollection{b66,
	
	
		,
	title={{From cognitive modeling to self-regulation: A social cognitive career path}}
		,
	author={{
			BJZimmerman
		}}
	
	
		,
	journal={{Educational psychologist}}
		
			48
			3
			
			,
	year={2013}
		
	

}

@incollection{b67,
	
	
		,
	title={{Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs}}
		,
	author={{
			BZimmerman
		} and {
			AKitsantas
		}}
		
		10.1016/j.cedpsych.2005.05.003
		
	
	
		,
	journal={{Contemporary Educational Psychology}}
		
			30
			4
			
			,
	year={2005}
		
	

}

@incollection{b68,
	
	
		,
	title={{Selfregulation: Where metacognition and motivation intersect}}
		,
	author={{
			BJZimmerman
		} and {
			ARMoylan
		}}
		
	
	
		,
	booktitle={{Handbook of metacognition in education}}
				
			,
	year={2009}
			
		
	
	,
	note={Routledge}

}