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Audrey Cooney, Derbhile de Paor, Ciarán Ó Gallchóir & Patricia Mannix McNamara. (2023) Not ‘just consumers of content’: early insights into the policy enactment of the Digital Learning Framework. Technology, Pedagogy and Education 32:4, pages 457-472.
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B. Mythiri & V. K. Karthika. (2023) Challenges in Remote ESL Learning in Under-resourced Language Classrooms: An Indian Perspective During and After the Pandemic. Journal of Poverty 0:0, pages 1-18.
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Ellen Bell & David Barr. (2023) Barriers to technology integration in the A-level history classroom in Northern Ireland. Irish Educational Studies 0:0, pages 1-22.
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Claudio Aguayo & Chris Eames. (2023) Using mixed reality (XR) immersive learning to enhance environmental education. The Journal of Environmental Education 54:1, pages 58-71.
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Mengtian Chen. (2023) Teaching in emergency remote classrooms: reflections for professional learning. Educational Research 65:1, pages 64-81.
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Ville Mankki & Pekka Räihä. (2022) Primary teachers’ professional learning during a COVID-19 school lockdown. Educational Research 64:1, pages 1-17.
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Suzanne M. Egan & Chloé Beatty. (2021) To school through the screens: the use of screen devices to support young children's education and learning during the COVID-19 pandemic. Irish Educational Studies 40:2, pages 275-283.
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Anthony Kilcoyne. (2021) Living and learning with Covid-19: re-imagining the digital strategy for schools in Ireland. Irish Educational Studies 40:2, pages 247-253.
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Louise Starkey, Miri Shonfeld, Sarah Prestridge & Mercè Gisbert Cervera. (2021) Special issue: Covid-19 and the role of technology and pedagogy on school education during a pandemic. Technology, Pedagogy and Education 30:1, pages 1-5.
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Zachary J. Eisner, Peter G. Delaney, Paschal Achunine, Ashwin Kulkarni, Francis Shaida, Nathanael Smith, SimileOluwa Onabanjo, Akinboade Popoola, Maxwell C. Klapow, Haleigh Pine, Jared Sun & Krishnan Raghavendran. (2023) Evaluating a digital hybrid training-of-trainers (TOT) approach for lay first responder trauma education in urban Nigeria during the COVID-19 pandemic. Injury, pages 111174.
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Dwi Maharrani, Kurnia Saputri, Widya Rizky Pratiwi, Eka Apriani, Muthmainnah Muthmainnah, Idi Warsah & Dadan Supardan. 2023. Contemporary Challenges in Education. Contemporary Challenges in Education
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Niurka Guevara-Otero, Elena Cuevas-Molano, Esteban Vázquez-Cano & Eloy López-Meneses. (2023) Analysis of predisposition in levels of individual digital competence among Spanish university students. Contemporary Educational Technology 15:4, pages ep451.
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Marcia J. Ash, Kristin E. Knutzen, Ighedosa Ogbeide, Tiffaney L. Renfro, Marizen R. Ramirez & Briana Woods-Jaeger. (2023) Barriers and Facilitators to the Online Delivery of a School-Based Intervention to Reduce Racial Trauma. Administration and Policy in Mental Health and Mental Health Services Research 50:5, pages 750-762.
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Donna Pendergast & Mia O’Brien. (2023) “Teachers Are Rock Stars!” Rethinking Teaching and Teacher Education in a Post-Pandemic World: Innovative Disruption and Silver Linings. Education Sciences 13:7, pages 685.
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Julio Cabero-Almenara, Juan Jesús Gutiérrez-Castillo, Francisco D. Guillén-Gámez & Alejandra F. Gaete-Bravo. (2022) Digital Competence of Higher Education Students as a Predictor of Academic Success. Technology, Knowledge and Learning 28:2, pages 683-702.
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Thomas Hardwig. (2023) Einführung digitaler Technik in Schulen als Anwendungsfall für die sozio-technische SystemgestaltungImplementation of digital technology in schools as a use case for socio-technical system design. Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO) 54:1, pages 41-54.
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Fatima K., Alexandra V., Lyubov V., Elena E., Elena V. & Inna A.. (2023) A Systematic Review of Research on Problems and Challenges Faced by Principals During the COVID-19 Pandemic. European Journal of Educational Research 12:1, pages 87-98.
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Mohammad Faruque Sarker & Muhammad Shariat Ullah. (2023) A review of quality assessment criteria in secondary education with the impact of the COVID-19 pandemic. Social Sciences & Humanities Open 8:1, pages 100740.
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Rümeysa KAPÇAK & Halis SAKIZ. (2022) Olağanüstü Koşullarda Öğretmenlerde Tükenmişlik: Covid-19’a İlişkin bir Karma Desen AraştırmasıTeacher Burnout in Extraordinary Conditions: An Investigation Regarding the Covid-19 Process. Boğaziçi Üniversitesi Eğitim Dergisi 39-1:2, pages 99-126.
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Maria Mouchritsa, Ainara Romero-Andonegui, Urtza Garay Ruiz & Spyridon Kazanopoulos. 2022. Managing Pandemic Isolation With Literature as Therapy. Managing Pandemic Isolation With Literature as Therapy
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Yunpeng Ma, Mingzhang Zuo, Yujie Yan, Kunyu Wang & Heng Luo. (2022) How Do K–12 Students’ Perceptions of Online Learning Environments Affect Their Online Learning Engagement? Evidence from China’s COVID-19 School Closure Period. Sustainability 14:23, pages 15691.
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Vagner Beserra, Miguel Nussbaum, Mónica Navarrete & Norman Garrido. (2022) Online physically active academic lessons in COVID-19 times: A pilot study. Teaching and Teacher Education 116, pages 103750.
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Anas Hajar & Syed Abdul Manan. (2022) Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan. Review of Education 10:2.
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Diana Alves, Sofia Marques, Joana Cruz, Sofia Abreu Mendes & Irene Cadime. (2022) Remote teaching practices and learning support during COVID-19 lockdowns in Portugal: Were there changes across time?. Frontiers in Psychology 13.
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Dorit Alt. (2022) Professional and psychological precursors of instructional approaches used in distance learning during COVID-19. Current Psychology.
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Lidon Moliner, Francisco Alegre & Gil Lorenzo-Valentín. (2022) Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School. Mathematics 10:13, pages 2360.
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Manuel Pedro Rodríguez Bolívar. (2022) Learning from the COVID-19 pandemic in governing smart cities. Journal of Smart Cities and Society 1:2, pages 119-133.
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Shironica P. Karunanayaka, W. M. S. Weerakoon, H. D. Wijesekera, N. M. R. K. Nawarathna, P. Ramathass & M. D. B. P. Weerasinghe. (2022) Towards Digital Thinking and Practices: Experiences of Sri Lankan
Teachers and Students. Open Praxis 13:4, pages 365-377.
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Flora Woltran, Katharina-Theresa Lindner, Tanja Dzojic & Susanne Schwab. (2022) Will–Skill–Tool Components as Key Factors for Digital Media Implementation in Education: Austrian Teachers’ Experiences with Digital Forms of Instruction during the COVID-19 Pandemic. Electronics 11:12, pages 1805.
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Ganesh Dash, Debarun Chakraborty & Faisal Alhathal. (2022) Assessing Repurchase Intention of Learning Apps during COVID-19. Electronics 11:9, pages 1309.
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Kleopatra Nikolopoulou & Manolis Kousloglou. (2022) Online Teaching in COVID-19 Pandemic: Secondary School Teachers’ Beliefs on Teaching Presence and School Support. Education Sciences 12:3, pages 216.
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Pierre Tulowitzki, Julia Gerick & Birgit Eickelmann. (2022) The role of ICT for school leadership and management activities: an international comparison. International Journal of Educational Management 36:2, pages 133-151.
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Julio Cabero-Almenara, Juan J. Gutiérrez-Castillo, Francisco D. Guillén-Gámez & Alejandra F. Gaete Bravo. (2022) Competencias digitales de estudiantes universitarios: creación de un modelo causal desde un enfoque PLS-SEM. Campus Virtuales 11:1, pages 167.
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Nur Hidayah, M. Ramli, Kartika Candra Kirana, Husni Hanafi, Rofiqoh & Mila Yunita. (2022) School Anxiety Identification after Online Learning Post COVID-19. School Anxiety Identification after Online Learning Post COVID-19.
Yi Shi, Kendra Pyne, Dhirapat Kulophas & Mukdarut Bangpan. (2022) Exploring equity in educational policies and interventions in primary and secondary education in the context of public health emergencies: A systematic literature review. International Journal of Educational Research 111, pages 101911.
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Vian Ahmed & Alex Opoku. (2021) Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic. Education and Information Technologies 27:1, pages 365-405.
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Peng Zhang. (2021) Understanding Digital Learning Behaviors: Moderating Roles of Goal Setting Behavior and Social Pressure in Large-Scale Open Online Courses. Frontiers in Psychology 12.
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Ali ERARSLAN. (2021) English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology and Online Learning 4:2, pages 349-367.
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Susan Kemper Patrick, Jason A. Grissom, S. Colby Woods & UrLeaka W. Newsome. (2021) Broadband Access, District Policy, and Student Opportunities for Remote Learning During COVID-19 School Closures. AERA Open 7, pages 233285842110642.
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