Online learning and blended learning: new practices derived from the pandemic-driven disruption
Author:
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s12528-023-09350-9.pdf
Reference8 articles.
1. Arribathi, A. H., et al. (2021). An analysis of student learning anxiety during the COVID-19 pandemic: a study in Higher Education. The Journal of Continuing Higher Education, 69:3, DOI: https://doi.org/10.1080/07377363.2020.1847971. 192–205, Taylor & Francis.
2. Cheung, K. S. (2021). Implication on Perceived Usefulness of Open Educational Resources after a Rapid Switch to Online Learning Mode. In: R. Li, et al. (Eds.). Blended Learning: Re-thinking and Re-defining the Learning Process, Lecture Notes in Computer Science, Vol. 12830, pp. 298–308, Springer. DOI: https://doi.org/10.1007/978-3-030-80504-3_25.
3. El-Sayad, G. (2021). How Higher Education Students in Egypt Perceived Online Learning Engagement and Satisfaction during the COVID-19 Pandemic. Journal of Computers in Education, 8, 527–550, Springer. DOI: https://doi.org/10.1007/s40692-021-00191-y.
4. Gonzalez, T. (2020). Influence of COVID-19 Confinement on Students’ Performance in Higher Education. PLoS ONE, 15(10): e0239490, PLOS. DOI: https://doi.org/10.1371/journal.pone.0239490.
5. Jereb, E. (2022). Studying Habits in Higher Education Before and After the Outbreak of the COVID-19 Pandemic. Athens Journal of Education, 2022:9, 1–17, Athens Institute for Education & Research. Available from: https://www.athensjournals.gr/education/2021-4462-AJE-Jereb-05.pdf.
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