The gradual shift to online modes of learning in higher education institutions over the past 2
decades accelerated drastically on a global scale between 2020 and 2022. Students and …

Throughout the period of pandemic, many studies have been conducted on emergency
remote teaching (ERT) in different fields and from different perspectives, which reveal that …

High dropout rates in online courses, caused by potential factors such as financial issues,
low motivation and poor self‐regulation among learners, pose a significant challenge to the …

The global pandemic of COVID-19 forced institutions of higher learning to implement
emergency remote learning and to change pedagogical approaches to enhance access and …

COVID-19 pandemic experiences have globally accelerated technology use in higher
education, including in developing countries like South Africa. The advancements and use …

Purpose This paper aimed to determine the self-and co-regulation influences on the
community of inquiry (CoI) for collaborative online learning. Design/methodology/approach …

This chapter examines the challenges and opportunities that emerge from Emergency
Remote Teaching (ERT) as observed by pre-service teachers (PSTs) in South Africa amidst …

Covid-19 pandemisiyle birlikte dünya genelinde yaklaşık 1.6 milyar öğrenci merkezi
yönetimlerin aldıkları ani kararlar ile uzaktan eğitime geçiş yapmıştır. Bu hızlı geçiş …

Abstract In early 2020, the COVID‐19 pandemic spurred the rapid adaptation of university
course delivery to an online format. Though in‐person delivery partially resumed in the Fall …

The COVID-19 pandemic imposed a quick change to online teaching and learning,
emphasising the importance of the community of inquiry (CoI) framework in reimagining the …