Articles de revue
Lakhal S., Khechine H.
(2021).
Technological factors of students’ persistence in online courses in higher education: the moderating role of gender, age and prior online course experience.
Education and Information Technologies,
26(3),
(p.3347-3373).
Articles de revue
Lakhal S., Khechine H., Mukamurera J.
(2021).
Explaining persistence in online courses in higher education: a difference-in-differences analysis.
International Journal of Educational Technology in Higher Education,
19(3),
(p.1-32).
Article de colloque
Lakhal S., Heilporn G., Khechine H.
(2021).
External Factors Explaining Students’ Persistence in Online Courses in Higher Education: A Study Among Two French-Speaking Universities in Canada.
OTESSA: Conference proceedings
(p.8).: OTESSA.
Articles de revue
Khechine H., Lakhal S.
(2018).
Technology as a Double-Edged Sword: From Behavior Prediction with UTAUT to Students’ Outcomes Considering Personal Characteristics.
Journal of Information Technology Education,
18
(p.63-102).
doi: https://doi.org/10.28945/4022.
Articles de revue
Lakhal S., Khechine H.
(2017).
Relating personality (Big Five) to the core constructs of the Unified Theory of Acceptance and Use of Technology.
Journal of Computers in Education,
4(3),
(p.251-282).
Articles de revue
Lakhal S., Khechine H.
(2016).
Student intention to use desktop web-conferencing according to course delivery modes in higher education.
The International Journal of Management Education,
14(2),
(p.146–160).
Articles de revue
Khechine H., Lakhal S., Ndjambou P.
(2016).
A Meta-Analysis of the UTAUT Model: eleven Years Later.
Canadian Journal of Administrative Sciences,
33(2),
(p.138-152).
Article de colloque
Lakhal S., Khechine H.
(2015).
The determinants of adult student persistence in online courses in higher education: the UTAUT perspective.
EDULEARN2015 Proceedings, 7th annual International Conference on Education and New Learning Technologies
(p.3410-3418).Barcelona, Espagne.
Article de colloque
Khechine H., Lakhal S.
(2015).
Effects of Webinar Use on Students’ performance in Higher Education: What are the Grades ?.
EDULEARN2015 Proceedings, 7th annual International Conference on Education and New Learning Technologies
(p.329-337).Barcelona, Espagne.
Articles de revue
Khechine H., Lakhal S., Pascot D., Bytha A.
(2014).
UTAUT model for blended learning: the role of gender and age in the intention to use webinars.
Interdisciplinary Journal of E-Learning and Learning Objects,
10(1),
(p.33–52).
Article de colloque
Lakhal S., Khechine H., Pascot D.
(2014).
Academic Students’ Satisfaction and Learning Outcomes in a HyFlex Course: Do Delivery Modes Matter?.
Proceedings of World Conference on E-Learning
(p.1075-1083).: Association for the Advancement of Computing in Education (AACE).
Articles de revue
Khechine H., Lakhal S., Pascot D.
(2013).
University Students’ Perception of the Pedagogical Use of Podcasts: A Case Study of an Online Information System Course.
Journal Of Education And Training Studies,
1(2),
(p.136–151).
Articles de revue
Lakhal S., Khechine H., Pascot D.
(2013).
Student behavioural intentions to use desktop video conferencing in a distance course: integration of autonomy to the UTAUT model.
Journal of Computing in Higher Education,
25(2),
(p.93–121).
Articles de revue
Lakhal S., Frenette É., Sévigny S., Khechine H.
(2012).
Relationship between choice of a business major type (thing-oriented versus person-oriented) and Big Five personality traits.
The International Journal of Management Education,
10(2),
(p.88–100).
Articles de revue
Khechine H., Lakhal S., Pascot D.
(2009).
Efficacité du Podcasting en enseignement et apprentissage : Résultats empiriques pour un cours donné en formule mixte.
Systèmes d'information & management,
14(1),
(p.103–130).