技术接受
- Arpaci, I. & Basol, G. (2020). The impact of preservice teachers’ cognitive and technological perceptions on their continuous intention to use flipped classroom. Education and Information Technologies. 25,(5),3503–3514. https://doi.org/10.1007/s10639-020-10104-8（研究基于技术接受模型和社会认知理论，对土耳其550名参加翻转课堂学习的职前教师进行问卷调查，应用结构方程模型和中介效应分析了影响学生持续使用翻转课堂意愿的因素。）
- Horvat, A., Dobrota, M., Krsmanovic, M., & Cudanov, M. (2015). Student perception of Moodle learning management system: a satisfaction and significance analysis. Interactive Learning Environments, 23 (4), 515-527. https://doi.org/10.1080/10494820.2013.788033 (对贝尔格莱德大学的395名使用Moodle的大学生进行了问卷调查，分析这些学生对Moodle平台质量特征的意义感知与满意度，以及性别差异、年级差异等。数据分析使用了独立样本t检验、ANOVA检验等)
- Wilson, G. P. (2010) . Sustainable use of MOODLE as a learning management system within a school context. PhD thesis, Central Queensland University.(以昆士兰一所大型半农村高中学校为个案，调查分析了可持续性应用Moodle的情况)
其他文献：
Moodle Research: Adoption of educational technology (27)