https://orcid.org/0000-0002-9869-7103
Citations (27)
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Raj K. Baral, Laxman Bhatta & Som Nath Ghimire. (2024) Emergency remote teaching in Nepali higher education institutions during COVID-19. Distance Education 45:1, pages 6-22.
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Anita Jug Došler, Tita Stanek Zidarič & Metka Skubic. (2023) Challenges of distance education: How to manage the pedagogical process of project-based learning. Innovations in Education and Teaching International 0:0, pages 1-13.
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Yakup Subasi, Hayati Adalar, Ahmet Tanhan, Gökmen Arslan, Kelly-Ann Allen, Christopher Boyle, Kerrie Lissack, Kim Collett & Fraser Lauchlan. (2023) Investigating students’ experience of online/distance education with photovoice during COVID-19. Distance Education 44:3, pages 563-587.
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Izhak Berkovich & Tahani Hassan. (2023) Principals’ digital transformational leadership, teachers’ commitment, and school effectiveness. Education Inquiry 0:0, pages 1-18.
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Selina McCoy & Aoife M. Lynam. (2022) How field experience shapes pre-service primary teachers’ technology integration knowledge and practice. Teacher Development 26:4, pages 567-586.
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Ana Martínez-Hernández. (2022) Conservatory and music schoolteachers’ experiences with videoconferencing software during and after the COVID-19 pandemic. Distance Education 43:3, pages 388-407.
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Martin Brown, Craig Skerritt, Patrick Shevlin, Gerry McNamara & Joe O’Hara. (2022) Deconstructing the challenges and opportunities for blended learning in the post emergency learning era. Irish Educational Studies 41:1, pages 71-84.
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Ann Marcus-Quinn & Tríona Hourigan. (2022) Digital inclusion and accessibility considerations in digital teaching and learning materials for the second-level classroom. Irish Educational Studies 41:1, pages 161-169.
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Keith Johnston & Oliver McGarr. (2022) Digital education futures in Irish educational policy: tempering commercial influence through an exploration of emerging ethical, environmental and educational realities. Irish Educational Studies 41:1, pages 135-149.
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Mary F. Rice, Kiernan Cantergiani & Danielle Macias. A research-based conceptual framework for inclusive K-12 online, distance, and digital education. Journal of Research on Technology in Education 0:0, pages 1-17.
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Selina McCoy & Delma Byrne. Shadow Education Uptake in Ireland: Inequalities and Wellbeing in a High-Stakes Context. British Journal of Educational Studies 0:0, pages 1-27.
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Articles from other publishers (16)
Chinyere Ori Elom, Robert Ugochukwu Onyeneke, Hayford Mensah Ayerakwa, Richmond Atta-Ankomah, Eric Worlanyo Deffor & Chidebe Chijioke Uwaleke. (2024) The role of information and communication technologies and access to electricity on education in Africa. Education and Information Technologies.
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Andres Jahr, Javiera Meza, Jorge Munoz-Gama, Luis Herskovic & Valeria Herskovic. (2024) Cluster and trajectory analysis of motivation in an emergency remote programming course. PeerJ Computer Science 10, pages e1787.
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Pham Tien Thanh, Nguyen Hoang Mai Tram & Le Thanh Tung. (2024) Educational inequality during the COVID-19 pandemic in Vietnam: Implications for disadvantaged children. Children and Youth Services Review 156, pages 107339.
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Edward J. Oughton, David Amaglobeli & Marian Moszoro. (2023) What would it cost to connect the unconnected? Estimating global universal broadband infrastructure investment. Telecommunications Policy 47:10, pages 102670.
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Khaleel Al-Said, Irina Krapotkina, Farida Gazizova & Nadezhda Maslennikova. (2023) Distance learning: studying the efficiency of implementing flipped classroom technology in the educational system. Education and Information Technologies 28:10, pages 13689-13712.
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Yaxi Huang, Li Pan, Yiran Wang, Ziting Yan, Yifei Chen, Xin Hao & Tiansheng Xia. (2023) Exploring the User Acceptance of Online Interactive Mechanisms for Live-Streamed Teaching in Higher Education Institutions. Sustainability 15:18, pages 13529.
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Eleonora Doz, Alessandro Cuder, Marcella Caputi, Sandra Pellizzoni & Maria Chiara Passolunghi. (2022) Distance learning environment: perspective of Italian primary and secondary teachers during COVID-19 pandemic. Learning Environments Research 26:2, pages 555-571.
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Mary F. Rice & Mark Bailon. (2022) A qualitative analysis of publicly available Standards and Guidance about Digital Literacies in U.S. States. Education and Information Technologies 28:6, pages 6927-6946.
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Patrick A. O’Connor & Ruth Lee. (2023) ‘We can’t see your slides!’ Undergraduate psychology students’ perceptions of emergency remote teaching. Psychology Teaching Review 29:1, pages 25-36.
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Fan Su, Di Zou, Lixun Wang & Lucas Kohnke. (2023) Student engagement and teaching presence in blended learning and emergency remote teaching. Journal of Computers in Education.
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Yanti Mustapha, Siti Haslina Md Harizan, Nurazree Mahmud, Shaifizat Mansor, Sazilah Mohd Saad & Mohd Faiz Hilmi. (2023) Online Learning Student Engagement: RFM Model Perspective. Online Learning Student Engagement: RFM Model Perspective.
Bonface Osoro & Edward Oughton. (2023) A Global Geospatial Assessment of the Poverty-line Unconnected Population Vulnerable to Climate Hazards. SSRN Electronic Journal.
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Ondrej Hock, Matus Danko & Robert Plsicik. (2022) Design of a simulator of communication buses in a car for the needs of external teaching. Design of a simulator of communication buses in a car for the needs of external teaching.
Denise Mifsud & Stephen P. Day. (2022) Taking ‘school’ home in the COVID-19 era: a Foucauldian analysis of the pivot to remote teaching and learning. International Journal of Leadership in Education, pages 1-21.
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Michael Kerres & Josef Buchner. (2022) Education after the Pandemic: What We Have (Not) Learned about Learning. Education Sciences 12:5, pages 315.
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Nataša Simić, Kristina Mojović-Zdravković & Natalija Ignjatović. (2022) Student engagement in online and face-to-face classes in times of pandemic. Nastava i vaspitanje 71:3, pages 347-362.
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