PRIMARY:

AlAteeq, D. A., Aljhani, S., & AlEesa, D. (2020). Perceived stress among students in

virtual classrooms during the COVID-19 outbreak in KSA. Journal of Taibah University

Medical Sciences, 15(5), 398–403. https://doi.org/10.1016/j.jtumed.2020.07.004

Ashokka, B., Ong, S. Y., Tay, K. H., Loh, N. H. W., Gee, C. F., & Samarasekera, D.

(2020). Coordinated responses of academic medical centres to pandemics: Sustaining

medical education during COVID-19. Medical Teacher, 42, 762–771.

https://doi.org/10.1080/0142159X.2020.1757634. JAMA Network.

Avila, E. C., & Genio, A. M. G. J. (2020). Motivation and Learning Strategies of

Education Students in Online Learning during Pandemic. Psychology and

Education Journal, 9–59. Retrieved

from: http://psychologyandeducation.net/pae/index.php/pae/article/view/506

Bacolod, M., Mehay, S., & Pema, E. (2018). Who succeeds in distance learning?

Evidence from quantile panel data estimation. Southern Economic Journal, 84(4), 1129-

1145. Google Scholar. Retrieved from:

https://www.researchgate.net/publication/323558989

Bettinger, E. P., Fox, L., Loeb, S., & Taylor, E. S. (2017). Virtual Classrooms: How

Online College Courses Affect Student Success. American Economic Review, 107(9),

2855–2875. https://doi.org/10.1257/aer.20151193
Buchanan, T. C., & Palmer, E. (2017). Role immersion in a history course: Online versus

face-to-face in Reacting to the Past. Computers & Education, 108, 85–95.

https://doi.org/10.1016/j.compedu.2016.12.008

C. Li, J. He,et al. (2019) The effects of blended learning on knowledge, skills, and

satisfaction in nursing students: a meta-analysis Nurse Educ. Today, 82, pp. 51-57,

10.1016/j.nedt.2019.08.004 Google Scholar. Retrieved from:

https://www.sciencedirect.com/science/article/pii/S0260691720314726#bb0175

Cottrell, R. S. (2021). Student’s Performance in Online Class at a Hispanic-Serving

Institution: A Study of the Impact of Student Characteristics in Online Learning. Online

Learning, 25(3),

18–35. Retrieved from:

https://web.a.ebscohost.com/journal/19395256&AN=152391098&h

Deshmukh, S. R. (2020, April 28). Social Realities of Higher Education in the Age of

Uncertainties | SMART MOVES JOURNAL IJELLH. SMART MOVES JOURNAL IJELLH.

https://ijellh.com/OJS/index.php/OJS/article/view/10547. Smart Moves Jornal IJELLH.

Dumbford, A. D., & Miller, A. L. (2018). Online Learning in Higher Education: Exploring

Advantages and Disadvantages for Engagement. Journal of Computing

in Higher Education, 452–465. Retrieved from:

https://link.springer.com/article/10.1007/s12528-018-9179-z

Dziuban, C., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended

learning: the new normal and emerging technologies. International Journal of

0087-5

E. Coyne, H. Rands,et al. (2018) investigation of blended learning video resources to

teach health students clinical skills: an integrative review Nurse Educ. Today, 63, pp.

101-107, 10.1016/j.nedt.2018.01.021 Google Scholar. Retrieved from:

https://www.sciencedirect.com/science/article/pii/S0260691720314726#bb0175

Education: From disruption to recovery. (2021, October 5). UNESCO.

https://en.unesco.org/covid19/educationresponse. World Health Organization.

Faulconer, E. K., Griffith, J., Wood, B., Acharyya, S., & Roberts, D. (2018). A

comparison of online, video synchronous, and traditional learning modes for an

introductory undergraduate physics course. Journal of Science Education and

Technology, 27(5), 404–411. Google Scholar. Retrieved from:

https://www.researchgate.net/publication/324957145

Ferraro, F. V., Ambra, F. I., Aruta, L., & Iavarone, M. L. (2020). Distance Learning in the

COVID-19 Era: Perceptions in Southern Italy. Education Sciences, 10(12), 355.

https://doi.org/10.3390/educsci10120355

Flynn-Wilson, L., & Reynolds, K. E. (2021). Student Responses to Virtual Synchronous,

Hybrid, and Face-to-Face Teaching/Learning. International

Journal of Technology in Education,

46-56. Retrieved from: https://eric.ed.gov/?id=EJ1286447

College Students. Technology, Knowledge and Learning, 26(1), 1–12.

https://doi.org/10.1007/s10758-020-09457-3

Gering, C. S., Sheppard, D. K., Adams, B. L., Renes, S. L., & Morotti, A. A. (2018).

Strengths-Based Analysis of Student Success in Online Courses. Online Learning,

22(3). https://doi.org/10.24059/olj.v22i3.1464

Gonçalves, S. P., Sousa, M. J., & Pereira, F. S. (2020). Distance Learning Perceptions

from Higher Education Students—The Case of Portugal. Education Sciences, 10(12),

374. https://doi.org/10.3390/educsci10120374

Jasmine, P., & Felicia, J. (2019). A Comparative Analysis of Student Performance in an

Online vs. Face-to-Face Environmental Science Course From 2009 to 2016. Frontiers in

Computer Science, 1. https://doi.org/10.3389/fcomp.2019.00007. Frontiers in Computer

Science.

K. McCutcheon, et al. (2018) Online learning versus blended learning of clinical

supervisee skills with pre-registration nursing students: a randomised controlled trial Int.

pp. 30-39, 10.1016/j.ijnurstu.2018.02.005 Google Scholar. Retrieved from:

https://www.sciencedirect.com/science/article/pii/S0260691720314726#bb0175

K. Smith, J. Hill (2019) Defining the nature of blended learning through its depiction in

current research Higher Education Research & Development, 38 (2), pp. 383-397,

10.1080/07294360.2018.1517732 Google Scholar. Retrieved from:

https://www.sciencedirect.com/science/article/pii/S0260691720314726#bb0175
Kucuk, S., & Richardson, J. C. (2019). A structural equation model of predictors of online

learners’ engagement and satisfaction. Online Learning, 23(2).

https://doi.org/10.24059/olj.v23i2.1455

Kung saan nakuha yung citation: Hoxby, Caroline M. (2017). The Economics of Online

Postsecondary Education: MOOCs, Nonselective Education and Highly Selective

Education, NBER Working Paper No. 19816. Retrieved from:

https://www.aeaweb.org/articles?id=10.1257/aer.104.5.528

Lorenzo-Alvarez et al.(2019). Medical student education for abdominal radiographs in a

3D virtual classroom versus traditional classroom: a randomized controlled trial. Am. J.

Roentgenol. 213, 644–650. doi: 10.2214/AJR.19.21131. Google Scholar. Retrieved

from: https://www.ajronline.org/doi/full/10.2214/AJR.19.21131

Lovrić, R., Farčić, N., Mikšić, T., & Včev, A. (2020). Studying During the COVID-19

Pandemic: A Qualitative Inductive Content Analysis of Nursing Students’ Perceptions

and Experiences. Education Sciences, 10(7), 188.

https://doi.org/10.3390/educsci10070188

Makumane, M.A., and S.B. Khoza. 2020. “Educators’ reasoning(s) and Their Effects on

Successful Attainment of Curriculum Goals”. South African Journal of Higher Education

34 (2), 95-111. https://doi.org/10.20853/34-2-3428.

Manning-Ouellette, A., & Black, K. M. (2017). Learning Leadership: A Qualitative Study

on the Differences of Student Learning in Online versus Traditional Courses in a

Leadership Studies Program. Journal of Leadership Education, 16(2), 59–78.

https://doi.org/10.12806/v16/i2/r4
Maulana, R. A., & Maryanti, R. (2019). The Effect of Learning videos on Student’s

Learning Comprehension Level. Media Pendidikan, Gizi, Dan Kuliner, 2–9. Retrieved

from: https://ejournal.upi.edu/index.php/Boga/article/view/38377

Mpungose, C. B. (2019). Is Moodle or WhatsApp the preferred e-learning platform at a

South African university? First-year students’ experiences. Education and Information

Technologies, 25(2), 927–941. https://doi.org/10.1007/s10639-019-10005-5

Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and

Recommendations for online learning during COVID-19 pandemic era. Pakistan Journal

of Medical Sciences, 36(COVID19-S4). https://doi.org/10.12669/pjms.36.covid19-

s4.2785

Ortega-Maldonado, A., Llorens, S., Acosta, H., & Coo, C. (2017). Face-to-Face vs On-

line: An analysis of Profile, Learning, Performance and Satisfaction among Post

Graduate Students. Horizon Research Publishing Corporation.

https://doi.org/10.13189/ujer.2017.051005. Universal Journal of Educational Research.

Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of

emergency online learning due to COVID-19. International Journal of Educational

Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011.

Retrieved from: https://www.sciencedirect.com/science/article/pii/S266637402030011X

Procentese, F., Capone, V., Caso, D., Donizzetti, A., & Gatti, F. (2020). Academic

Community in the Face of Emergency Situations: Sense of Responsible Togetherness

and Sense of Belonging as Protective Factors against Academic Stress during COVID-

19 Outbreak. Sustainability, 12(22), 9718. https://doi.org/10.3390/su12229718

Behaviour & Information Technology, 37 (7), pp. 703-713 Google Scholar. Retrieved

from: https://www.tandfonline.com/doi/abs/10.1080/0144929X.2018.1474254

Soffer, T., & Nachmias, R. (2018). Effectiveness of learning in online academic courses

compared with face‐to‐face courses in higher education. Journal of Computer Assisted

Learning, 34(5), 534–543. Google Scholar. Retrieved from:

https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12258

Spencer, Dan & Temple, Traci. (2021). Examining Students’ Online Course Perceptions

and Comparing Student Performance Outcomes in Online and Face-to-Face

Classrooms. Online Learning. 25. 10.24059/olj.v25i2.2227.

Tus, J. (2021). Amidst the Online Learning in the Philippines: The parental involvement

and its relationship to the student’s academic performance. International

Engineering Journal for Research & Development. Published. Retrieved from:

www.researchgate.net/publication/2F352368179

UNESCO,( 2020 ) UNESCO COVID-19 Educational disruption and response

https://en.unesco.org/themes/educationemergencies/coronavirus-school-closures (2020)

Google Scholar. Retrieved from:

https://www.sciencedirect.com/science/article/pii/S2590291120300905

Vittorini, P., & Galassi, A. (2021). From blended to online due to the COVID outbreak:

the case study of a data science course. Open Learning: The Journal

of Open, Distance and e-Learning. Retrieved from:

https://www.tandfonline.com/doi/abs/10.1080/02680513.2021.1973399
 Xu, D., and Jaggars, S. S. (2016). Performance gaps between online and face-

to-face courses: differences across types of students and academic subject areas. J.

Higher Educ. 85, 633–659. doi: 10.1353/jhe.2014.0028. The Journal of Higher

Education.

Yen, S. C., Lo, Y., Lee, A., & Enriquez, J. (2018). Learning online, offline, and in-

between: comparing student academic outcomes and course satisfaction in face-to-face,

online, and blended teaching modalities. Education and Information Technologies, 23(5),

2141–2153. https://doi.org/10.1007/s10639-018-9707-5

Zhang, L.-C and Worthington, A. C. (2017). Scale and scope economies of distance

education in Australian universities. Stud. High. Educ. 42, 1785–1799. doi:

10.1080/03075079.2015.1126817. Google Scholar. Retrieved from:

https://www.sciencedirect.com/science/article/pii/S0260691720314726#bb0175

SECONDARY:

Bhagat, K. K., Wu, L. Y., & Chang, C. (2016). Development and validation of the

perception of students towards online learning (POSTOL). Educational Technology &

Society, 19(1), 350-359. Retrieved from https://www.j-ets.net/ETS/index.html. Research

Gate.

Chiu, T. K., Lin, T. J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of

COVID-19 and beyond. The Asia Pacific Education Researcher, 187–190. Retrieve

from: https://link.springer.com/article/10.1007/s40299-021-00566-w

Mahaffey, & Angela, L. (2018). Interfacing virtual and face-to-face teaching methods in

an undergraduate human physiology course for health professions students. Advances

American Physiological Society Journals.

Moszkowicz, D., Duboc, H., Dubertret, C., Roux, D., & Bretagnol, F. (2020). Daily

medical education for confined students during coronavirus disease 2019 pandemic: A

simple video conference solution. Clinical Anatomy, 33(6), 927–928.

https://doi.org/10.1002/ca.23601 (Wiley Online Library)

World Economic Forum (2016). New Vision for Education: Fostering Social and

Emotional Learning through Technology, (accessed 10/18/2017:

https://www.weforum.org/reports/). World Economic Forum.

Xu, D., and Jaggars, S. S. (2016). Performance gaps between online and face-to-face

courses: differences across types of students and academic subject areas. J. Higher

Educ. 85, 633–659. doi: 10.1353/jhe.2014.0028. Project MUSE.

Zhang, Y., Zhang, J. H., Au, W., & Yates, G. (2020). University students’ online learning

attitudes and continuous intention to undertake online courses: A self-regulated learning

perspective. Educational Technology Research and Development, 1485–1519.

Retrieved from: https://link.springer.com/article/10.1007/s11423-020-09753-w