References
- Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
- Birkinshaw, J., & Gibson, C. B., (2004), Building an ambidextrous organisation. Advanced Institute of Management Research Paper No. 003, http://dx.doi.org/10.2139/ssrn.1306922
- Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education, 15(115), 126. https://doi.org/10.1016/j.iheduc.2011.11.006
- Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S., Al-Freih, M., Pete, J., Olcott, D., Jr, Rodes, V., Aranciaga, I., Bali, M., Alvarez, A. J., Roberts, J., Pazurek, A., Raffaghelli, J. E., Panagiotou, N., De Coëtlogon, P., Shahadu, S., … Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. http://doi.org/10.5281/zenodo.3878572
- Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: Curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478
- Carrillo, C., & Flores, M. A. (2020). COVID-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466–487. https://doi.org/10.1080/02619768.2020.1821184
- Chen, P., Lambert, A., & Guidry, K. (2010). Engaging online learners: The impact of web-based learning technology on college student engagement. Computers & Education, 54(4), 1222–1232. https://doi.org/10.1016/j.compedu.2009.11.008
- Collings, D. A., Gerrard, J. A., & Garrill, A. (2019). Shaking up biology—Our experiences teaching cell biology and biochemistry to a first year undergraduate class through the Canterbury (New Zealand) earthquakes. Journal of Biological Education, 53(3), 236–249. https://doi.org/10.1080/00219266.2018.1472134
- Crampton, A., Ragusa, A. T., & Cavanagh, H. (2012). Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students. Research in Learning Technology, 20(1). https://doi.org/10.3402/rlt.v20i0.14430
- Day, T. (2015). Academic continuity: Staying true to teaching values and objectives in the face of course interruptions. Teaching and Learning Inquiry, 3(1), 75–89. https://doi.org/10.20343/teachlearninqu.3.1.75
- Day, T., Chang, I. C. C., Chung, C. K. L., Doolittle, W. E., Housel, J., & McDaniel, P. N. (2020). The immediate impact of COVID-19 on Postsecondary teaching and learning. The Professional Geographer, 73(1), 1–13. https://doi.org/10.1080/00330124.2020.1823864
- Dennis, A. R., & Kinney, S. T. (1998). Testing media richness theory in the new media: The effects of cues, feedback, and task equivocality. Information Systems Research, 9(3), 256–274. https://doi.org/10.1287/isre.9.3.256
- Godlewska, A., Beyer, W., Whetstone, S., Schaefli, L., Rose, J., Talan, B., Kamin-Patterson, S., Lamb, C., & Forcione, M. (2019). Converting a large lecture class to an active blended learning class: Why, how, and what we learned. Journal of Geography in Higher Education, 43(1), 96–115. https://doi.org/10.1080/03098265.2019.1570090
- Hershkovitz, A., Azran, R., Hardof-Jaffe, S., & Nachmias, R. (2011). Types of online hierarchical repository structures. The Internet and Higher Education, 14(2), 107–112. https://doi.org/10.1016/j.iheduc.2010.07.001
- Hildebrand, S. (2017). The effective use of communication tools during a long-term campus emergency. Natural Hazards, 88(1), 21–38. https://doi.org/10.1007/s11069-017-2854-y
- Ho, E. L., & Maddrell, A. (2020). Intolerable intersectional burdens: A COVID-19 research agenda for social and cultural geographies. Social & Cultural Geography, 22(1), 1-10. https://doi.org/10.1080/14649365.2020.1837215
- Horton, R. (2020). The COVID-19 Catastrophe. Polity.
- Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: E-Readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171–187. https://doi.org/10.19173/irrodl.v16i2.2117
- Jabbar, A., Gauci, C. G., & Anstead, C. A. (2021). Parasitology education before and after the COVID-19 pandemic. Trends in Parasitology, 37(1), 3–6. https://doi.org/10.1016/j.pt.2020.10.009
- Johnson, A. W., Su, M. P., Blackburn, M. W., & Finelli, C. J. (2020). Instructor use of a flexible classroom to facilitate active learning in undergraduate engineering courses. European Journal of Engineering Education, 1–18. https://doi.org/10.1080/03043797.2020.1865878
- Kuong, H. C. (2014). Enhancing online learning experience: From learners’ perspective. Procedia – Social and Behavioural Sciences, 191, 1002–1005. https://doi.org/10.1016/j.sbspro.2015.04.403
- Lee, J. J., Srinivasan, S., Trail, T., Lewis, D., & Lopez, S. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. The Internet and Higher Education, 14(3), 158–163. https://doi.org/10.1016/j.iheduc.2011.04.00
- Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317–324. https://doi.org/10.1080/0020739X.2013.822582
- Mackey, J., Gilmore, F., Dabner, N., Breeze, D., & Buckley, P. (2012). Blended learning for academic resilience in times of disaster or crisis. MERLOT Journal of Online Learning and Teaching, 8(2), 122–135. https://jolt.merlot.org/vol8no2/mackey_0612.pdf
- Montgomery, T. (2008). Space matters: Experiences of managing static formal learning spaces. Active Learning in Higher Education, 9(2), 122–138. https://doi.org/10.1177/1469787408090839
- Murphy, E., Rodríguez-Manzanares, M. A., & Barbour, M. (2011). Asynchronous and synchronous online teaching: Perspectives of Canadian high school distance education teachers. British Journal of Educational Technology, 42(4), 583–591. https://doi.org/10.1111/j.1467-8535.2010.01112.x
- O’Hara, M. (2007). Strangers in a strange land: Knowing, learning and education for the global knowledge society. Futures, 39(8), 930–941. https://doi.org/10.1016/j.futures.2007.03.006
- O’Reilly, C. A., & Tushman, M. L. (2004). The ambidextrous organization’. Harvard Business Review, 82(4), 74–81. https://hbr.org/2004/04/the-ambidextrous-organization
- Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome—A review of literature’. International Journal of Information Management, 43, 1–14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
- Pinho, C., Franco, M., & Mendes, L. (2018). Web portals as tools to support information management in higher education institutions: A systematic literature review. International Journal of Information Management, 41, 80–92. https://doi.org/10.1016/j.ijinfomgt.2018.04.002
- Pittaway, S., & Moss, T. (2014). Initially, we were just names on a computer screen: Designing engagement in online teacher education. Australian Journal of Teacher Education, 39(7), 37–45. https://doi.org/10.14221/ajte.2014v39n7.10
- Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183–204. https://doi.org/10.24059/olj.v22i1.1175
- Rienties, B., & Toetenel, L. (2016). The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules. Computers in Human Behavior, 60(July), 333–334. https://doi.org/10.1016/j.chb.2016.02.074
- Sawyer, R. K. (2004). Creative teaching: Collaborative discussion as disciplined improvisation. Educational Researcher, 33(2), 12–20. https://doi.org/10.3102/0013189X033002012
- Sawyer, R. K. (Ed.). (2011a). Structure and Improvisation in creative teaching. Cambridge University Press.
- Sawyer, R. K. (2011b). What makes good teachers great? The artful balance of structure and improvisation. In R. K. Sawyer (Ed.), Structure and improvisation in creative teaching (pp. 1–24). Cambridge University Press.
- Stone, C., & Springer, M. (2019). Interactivity, connectedness and ‘teacher-presence’: Engaging and retaining students online. Australian Journal of Adult Learning, 59(2), 146–169.
- Tang, T., Abuhmaid, A., Olaimat, M., Oudat, D. M., Aldhaeebi, M., & Bamanger, E. (2020). Efficiency of flipped classroom with online-based teaching under COVID-19. Interactive Learning Environments, 1–12. https://doi.org/10.1080/10494820.2020.1817761
- Tushman, M. L., & O’Reilly, C. A. (1996). Ambidextrous organizations: Managing Evolutionary and revolutionary change. California Management Review, 38(4), 8–29. https://doi.org/10.2307/41165852
- Williamson, G. (2020). Students’ return to Universities. Hansard, accessed 23 January, https://hansard.parliament.uk/Commons/2020-09-29/debates/780E3096-4E83-4DF8-80AC-6F2F9DBBE5C7/Students%E2%80%99ReturnToUniversities
- Žižek, S. (2020). Pandemic! COVID-19 shakes the world. Polity.