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Movin Peramuna Gamage, Ravanth Baskaran, Srinjay Mukhopadhyay, Nishaanth Dalavaye, Becky Leveridge, Sashiananthan Ganesananthan, Robert Spencer, Susruta Manivannan & Malik Zaben. (2023) Assessment of Factors That Students Perceive to Affect Their Virtual Learning of Clinical Skills for OSCE. Advances in Medical Education and Practice 14, pages 707-712.
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Pauline Dergham, Farhat NI Saudagar, Catrin C Jones-Nazar, Sara A Hashim, Khaldoon Saleh, Alea A Mohammedhussain, Sumaya A Wafai & Mohammed Madadin. (2023) Medical Students’ Perceptions Towards Online Teaching During the Covid-19 Pandemic: A Cross-Sectional Study from Saudi Arabia. Advances in Medical Education and Practice 14, pages 407-419.
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Veli Batdı, Yunus Doğan & Tarık Talan. (2023) Effectiveness of online learning: a multi-complementary approach research with responses from the COVID-19 pandemic period. Interactive Learning Environments 31:7, pages 4113-4146.
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Noopur Joshi & Siu-Kit Lau. (2023) Effects of process-oriented guided inquiry learning on approaches to learning, long-term performance, and online learning outcomes. Interactive Learning Environments 31:5, pages 3112-3127.
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Jaskiran Arora, Gurjeet Kaur Sahi & Nicholas Yates. (2023) Will teachers continue to teach online post-COVID-19?. Behaviour & Information Technology 42:8, pages 1110-1126.
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Jelena Mitić & Slobodanka Djenić. (2023) Improvement of learning outcomes in traditional learning model by introducing online activities and big data analytics. Interactive Learning Environments 0:0, pages 1-16.
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Yifei Yan, Lina Vyas, Alfred M. Wu & Stuti Rawat. (2022) Effective online education under COVID-19: Perspectives from teachers and students. Journal of Public Affairs Education 28:4, pages 422-439.
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Alexandra N. Bitter & Sean M. McCrea. (2022) “The ship is sinking, yet the band plays on”: COVID-19 and academia. Journal of American College Health 0:0, pages 1-10.
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Daniel S. Scheller. (2022) A case study of R in public affairs education: Effective use in hybrid and asynchronous online statistics courses. Journal of Public Affairs Education 28:3, pages 302-323.
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Andrea Arce-Trigatti & Dorota Silber-Furman. (2022) “This job is horrible!” Reflections on Transitions to Virtual Learning. Kappa Delta Pi Record 58:2, pages 59-64.
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Pragashni Padayachee & Anita L. Campbell. (2022) Supporting a mathematics community of inquiry through online discussion forums: towards design principles. International Journal of Mathematical Education in Science and Technology 53:1, pages 35-63.
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Claudia S P Fernandez, Melissa A Green, Cheryl C Noble, Kathleen Brandert, Katherine Donnald, Madison R Walker, Ellison Henry, Angela Rosenberg, Gaurav Dave & Giselle Corbie-Smith. (2021) Training “Pivots” from the Pandemic: Lessons Learned Transitioning from In-Person to Virtual Synchronous Training in the Clinical Scholars Leadership Program. Journal of Healthcare Leadership 13, pages 63-75.
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Zaldy C. Collado, Christopher Bryan A. Concha & Noella May-I. G. Orozco. (2021) Teaching in Transition: How Do Filipino Teachers Face the Migration to Cyberspace amid the Pandemic?. Computers in the Schools 38:4, pages 281-299.
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Rebecca A. Glazier, Kerstin Hamann, Philip H. Pollock & Bruce M. Wilson. (2021) What drives student success? Assessing the combined effect of transfer students and online courses. Teaching in Higher Education 26:6, pages 839-854.
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Annamarie D. Sisson & Junehee Kwon. (2021) Effectiveness of E-Learning as Seen by Meeting Planners. Journal of Hospitality & Tourism Education 33:2, pages 75-88.
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Anna Ya Ni, Montgomery Van Wart, Pamela Medina, Kimberly Collins, Ernest Silvers & Hang Pei. (2021) A profile of MPA students’ perceptions of online learning: What MPA students value in online education and what they think would improve online learning experiences. Journal of Public Affairs Education 27:1, pages 50-71.
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Georgette Dumont, Anna Ya Ni, Montgomery (Monty) Van Wart, Carmen Beck & Hang Pei. (2021) The effect of the COVID pandemic on faculty adoption of online teaching: reduced resistance but strong persistent concerns. Cogent Education 8:1.
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Rebecca A. Glazier, Kerstin Hamann, Philip H. Pollock & Bruce M. Wilson. (2020) Age, Gender, and Student Success: Mixing Face-to-Face and Online Courses in Political Science. Journal of Political Science Education 16:2, pages 142-157.
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Nancy Xenakis. (2018) Creating a professional development platform to transform social work clinical practice in health care. Social Work in Health Care 57:6, pages 440-464.
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Andrew D. Eaton, Francisco Ibáñez-Carrasco, Shelley L. Craig, Soo Chan Carusone, Michael Montess, Gordon A. Wells & Galo F. Ginocchio. (2018) A blended learning curriculum for training peer researchers to conduct community-based participatory research. Action Learning: Research and Practice 15:2, pages 139-150.
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Tara Kolar Bryan, Rebecca Lutte, Jooho Lee, Patrick O’Neil, Craig S. Maher & A. Bryce Hoflund. (2018) When do online education technologies enhance student engagement? A case of distance education at University of Nebraska at Omaha. Journal of Public Affairs Education 24:2, pages 255-273.
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Brandi L. Stocker. (2018) Transitioning From On-Campus to Online in a Master of Science Nursing Program: a Comparative Study of Academic Success. American Journal of Distance Education 32:2, pages 113-130.
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Maretno Agus Harjoto. (2017) Blended versus face-to-face: Evidence from a graduate corporate finance class. Journal of Education for Business 92:3, pages 129-137.
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Renee Kaufmann, Deanna D. Sellnow & Brandi N. Frisby. (2016) The development and validation of the online learning climate scale (OLCS). Communication Education 65:3, pages 307-321.
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William Hatcher. (2015) Teaching the Importance of Community Betterment to Public Managers: Community Development in NASPAA Member Programs. Journal of Public Affairs Education 21:2, pages 165-178.
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Karl Nollenberger. (2015) Comparing Alternative Teaching Modes in a Masters Program: Student Preferences and Perceptions. Journal of Public Affairs Education 21:1, pages 101-114.
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