Aderibigbe, S. A. 2021. Can online discussions facilitate deep learning for students in
General Education? Heliyon 7 (3): E06414. https://doi.org/10.1016/j.heliyon.2021
.e06414
. 2020. Online discussions as an intervention for strengthening students’
engagement in general education. Journal of Open Innovation: Technology Market
and Complexity 6 (4): 1–15. https://doi.org/10.3390/joitmc6040098
IJAPS, Vol. 18, No. 2, 71–98, 2022 Virtual Education Experiences during COVID-19
90
Akyol, Z. and Garrison, D. R. 2011. Understanding cognitive presence in an online
and blended community of inquiry: Assessing outcomes and processes for deep
approaches to learning. British Journal of Educational Technology 42 (2): 233–
250. https://doi.org/10.1111/j.1467-8535.2009.01029.x
Ali, A. 2008. Open and distance learning for sustainable development: The Southeast Asian
experience. Paper presented at the 2nd ACDE Conference and General Assembly:
Open and Distance Learning for Sustainable Development, 8–11 July 2008, The
National Open University of Nigeria, Lagos.
Alias, N. A. 2012. Design of a motivational scaffold for the Malaysian e-learning
environment. Journal of Educational Technology & Society 15 (1): 137–151.
Andersen, S. C. and Nielsen, H. S. 2020. Learning from performance information.
Journal of Public Administration Research and Theory 30 (3): 415–431.
https://doi.org/10.1093/jopart/muz036
Babbie, E. R. 1986. The practice of social research (4th ed.). Belmont, CA: Wadsworth
Publishing Co.
Baker, S. E. and Edwards, R. 2012. How many qualitative interviews is enough? Expert
voices and early career reflections on sampling and cases in qualitative research.
National Centre for Research Methods Review Paper. https://eprints.ncrm.ac.uk/
id/eprint/2273/4/how_many_interviews.pdf (accessed 20 June 2021).
Baker, T. L. 1994. Doing social research (2nd ed.). New York: McGraw-Hill Inc.
Bandalaria, M. D. P and Figueroav, R. B. 2018. Philippine massive open online courses:
A lifelong learning for all strategy in a developing country’s context. Journal of
Southeast Asian Education 1: 35–46.
Basit, T. N. and Tomlinson, S., eds. 2012. Social inclusion and higher education (1st ed.).
Bristol, England: Bristol University Press. https://doi.org/10.2307/j.ctt1t891n1
Bechhofer, F. and Paterson, L. 2000. Principles of research design in the social sciences.
New York: Routledge.
Befus, M. K. 2016. A thematic synthesis of community of inquiry research 2000 to 2014.
PhD diss., Athabasca University, Canada.
Bektashi, L. 2018. Community of inquiry framework in online learning: Use of technology.
In Technology and the curriculum: Summer 2018, ed. Power, R., 147–162. Nova
Scotia, Canada: Power Learning Solutions.
Berberoglu, B. 2010. Ekonomik performansın Anadolu Universitesi’nde uzaktan eğitim
yapan fakültelerin mezun sayılarına etkisi [The effect of economic performance
on the size of the distance education graduates at Anadolu University]. Anadolu
University Journal of Social Sciences 10 (2): 99–110.
Berman, S. D. 2008. ICT-based distance education in South Asia. The International
Review of Research in Open and Distance Learning 9 (3): 1–6. https://doi.org/
10.19173/irrodl.v9i3.581
Bevis, T. B. 2002. At a glance: International students in the United States. International
Educator 11 (3): 12–17.
Bista, K. 2015. Asian international students’ college experience: Relationship between
quality of personal contact and gains in learning. Journal of International &
Global Studies 6 (2): 38–54.
Blanco, A and Díaz, D. 2007. Social order and mental health: A social wellbeing
approach. Psychology in Spain 11 (1): 61–71.
IJAPS, Vol. 18, No. 2, 71–98, 2022 Mozharul Islam
91
Bozkurt, A. 2019. From distance education to open and distance learning: A holistic
evaluation of history, definitions, and theories. In Handbook of research on
learning in the age of transhumanism, eds. Sisman-Ugur, S. and Kurubacak, G.,
252–273. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-8431-5
.ch016
Brown, M., Hughes, H., Keppell, M., Hard, N. and Smith, L. 2015. Stories from students
in their first semester of distance learning. The International Review of Research
in Open and Distance Learning 16 (4): 1–17. https://doi.org/10.19173/irrodl.
v16i4.1647
Buraphadeja, V. and Kumnuanta, J. 2011. Enhancing the sense of community and learning
experience using self-paced instruction and peer tutoring in a computer-laboratory
course. Australasian Journal of Educational Technology 27 (8): 1338–1355.
https://doi.org/10.14742/ajet.897
Camarero, C., Rodríguez, J. and San José, R. 2012. An exploratory study of online forums
as a collaborative learning tool. Online Information Review 36 (4): 568–586.
https://doi.org/10.1108/14684521211254077
Carver, D. 2012. Book review – Learning theory and online technologies. The
International Review of Research in Open and Distance Learning 13 (4): 324–326.
https://doi.org/10.19173/irrodl.v13i4.1340
Chen, R. T.-H. and Bennett, S. 2012. When Chinese learners meet constructivist
pedagogy online. Higher Education 64 (5): 677–691. https://doi.org/10.1007/
s10734-012-9520-9
Comer, D. R. and Lenaghan, J. A. 2012. Enhancing discussions in the asynchronous
online classroom: The lack of face-to-face interaction does not lessen the
lesson. Journal of Management Education 37 (2): 261–294. https://doi.org/10
.1177/1052562912442384
Cooper, T. and Scriven, R. 2017. Communities of inquiry in curriculum approach to
online learning: Strengths and limitations in context. Australasian Journal of
Educational Technology 33 (4): 22–37. https://doi.org/10.14742/ajet.3026
Creswell, J. W. 2014. Research design: Qualitative, quantitative and mixed methods
approaches. Thousand Oaks, CA: SAGE Publications.
Daniel, J. 2011. 20 years of distance education in the garden of EDEN: Good news and
bad news. Keynote presentation presented at the 20th European Distance and
e-Learning Network Annual Conference, 19–22 June 2011, Dublin, Ireland.
Denzin, N. K. and Lincoln, Y. S. 1998. Strategies of qualitative inquiry. Thousand Oaks,
CA: SAGE Publications.
Desforges, C. and Abouchaar, A. 2003. The impact of parental involvement, parental
support and family education on pupil achievement and adjustment: A literature
review. Nottingham, England: DfES Publications.
Dhawan, S. 2020. Online learning: A panacea in the time of COVID-19 crisis. Journal
of Educational Technology Systems 49 (1): 5–22. https://doi.org/10.1177/
0047239520934018
Drouin, M. and Vartanian L. R. 2010. Students’ feelings of and desire for sense of
community in face-to-face and online courses. The Quarterly Review of Distance
Education 11 (3): 147–159.
IJAPS, Vol. 18, No. 2, 71–98, 2022 Virtual Education Experiences during COVID-19
92
Fang, L. 2007. Perceiving the useful, enjoyable and effective: A case study of the
e-learning experience of tertiary students in Singapore. Educational Media
International 44 (3): 237–253. https://doi.org/10.1080/09523980701491682
Feng, X., Xie, J. and Liu, Y. 2017. Using the community of inquiry framework to scaffold
online tutoring. The International Review of Research in Open and Distributed
Learning 18 (2): 162–188. https://doi.org/10.19173/irrodl.v18i2.2362
Garrison, D. R. 2017. E-learning in the 21st century: A community of inquiry framework
for research and practice (3rd ed.). New York: Routledge.
Garrison, D. R. and Arbaugh, J. B. 2007. Researching the community of inquiry framework:
Review, issues, and future directions. The Internet and Higher Education 10 (3):
157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
Garrison, D. R., Anderson, T. and Archer, W. 2010. The first decade of the community of
inquiry framework: A retrospective. The Internet and Higher Education 13 (1–2):
5–9. https://doi.org/10.1016/j.iheduc.2009.10.003
. 1999. Critical inquiry in a text-based environment: Computer conferencing in
higher education. The Internet and Higher Education 2: 87–105. https://doi.org/
10.1016/S1096-7516(00)00016-6
Ghosh, S., Nath, J., Agarwal, S. and Nath, A. 2012. Open and distance learning (OLD)
education system: Past, present and future – A systematic study of an alternative
education system. Journal of Global Research in Computer Science 3 (4): 53–57.
Goffman, E. 2002. On fieldwork. In Qualitative research methods, ed. Weinberg, D.,
148–153. Massachusetts, USA: Blackwell Publishers.
Goldman, R. 2005. Fathers’ involvement in their children’s education: A review of
research and practice. London: National Family and Parenting Institute.
Greenland, S. J. and Moore, C. 2014. Patterns of student enrolment and attrition in
Australian open access online education: A preliminary case study. Open Praxis
6 (1): 45–54. https://doi.org/10.5944/openpraxis.6.1.95
Grothaus, C. and Zawacki-Richter, O. 2021. Collaborative online learning in the cultural
context of South East Asia: A systematic review. Hacettepe University Journal
of Education 36 (2): 489–508. https://doi.org/10.16986/HUJE.2020062020
Hismanoglu, M. 2012. Prospective EFL teachers’ perceptions of ICT integration: A study
of distance higher education in Turkey. Educational Technology & Society 15 (1):
185–196.
Hussain, A. H. M. B. 2020. Stringency in policy responses to COVID-19 pandemic and
social distancing behavior in selected countries, 20 April 2020. https://doi.org/
10.2139/ssrn.3586319
Irfan, M., Kusumaningrum, B., Yulia, Y. and Widodo, S. A. 2020. Challenges during
the pandemic: Use of e-learning in mathematics learning in higher education.
Infinity 9 (2): 147–158. https://doi.org/10.22460/infinity.v9i2.p147-158
Islam, M. 2022. The perceptions of aging among Iranian migrants: Evidence from
Nevsehir, Turkey. Dve Domovini 55: 133–150. https://doi.org/10.3986/dd.2022
.1.08
Islam, M. and Bozdağ, Z. 2021. Using Turkish as mother tongue in a multicultural society:
A sociological study on Turks in Germany. Journal of Narrative and Language
Studies 9 (16): 160–173.
IJAPS, Vol. 18, No. 2, 71–98, 2022 Mozharul Islam
93
Iyengar, R., Witenstein, M. A. and Byker, E. 2014. Comparative perspectives on teacher
education in South Asia. Annual Review of Comparative and International
Education 25: 99–106. https://doi.org/10.1108/S1479-367920140000025010
Jäger-Biela, D. J., Kaspar, K. and König, J. 2020. Lerngelegenheiten zum erwerb von
digitalisierungsbezogenen medienkompetenzen [Opportunities to learn digital
media competences]. In Bildung, schule, digitalisierung, eds. Kaspar, K., BeckerMrotzek, M., Hofhues, S., König, J. and Schmeinck, D., 64–70. Münster: Waxmann.
Jamtsho, S., Rinchen, S., Sangi, N. A., Ahmed, S. Wikramanayake, G. N., Wimalaratne, P.,
Hewagamage, K. P. and Attygalle, D. 2010. Accessibility, acceptance and effects of
distance education in South Asia. In Distance Education Technology in Asia, eds.
Baggaley, J. and Belawati, T., 33–55. New Delhi: Sage Publications India Pvt Ltd.
https://doi.org/10.4135/9788132106616.n2
Joshua, C. E., Nehemiah, M. and Ernest, M. 2015. A conceptual culture-oriented e-learning
system development framework (e-LSDF): A case of higher education institutions
in South Africa. International Journal of Trade, Economics and Finance 6 (5):
259–265. https://doi.org/10.18178/ijtef.2015.6.5.479
Jung, I. and Latchem, C. 2007. Assuring quality in Asian open and distance learning.
Open Learning: The Journal of Open, Distance and e-Learning 22 (3): 235–250.
https://doi.org/10.1080/02680510701619885
Jung, I., Wong, T. M., Li, C., Baigaltugs, S. and Belawati, T. 2011. Quality assurance
in Asian distance education: Diverse approaches and common culture. The
International Review of Research in Open and Distance Learning 12 (6): 63–83.
https://doi.org/10.19173/irrodl.v12i6.991
Kang, H. and Chang, B. 2016. Examining culture’s impact on the learning behaviors of
international students from Confucius culture studying in Western online learning
context. Journal of International Students 6 (3): 779–797. https://doi.org/10.32674/
jis.v6i3.356
Karkar-Esperat, T. M. 2018. International graduate students’ challenges and learning
experiences in online classes. Journal of International Students 8 (4): 1722–1735.
https://doi.org/10.32674/jis.v8i4.227
Kireev, B., Zhundibayeva, A. and Aktanova, A. 2019. Distance learning in higher
education institutions: Results of an experiment. Journal of Social Studies
Education Research 10 (3): 387–403.
Ko, S. and Rossen, S. 2017. Teaching online: A practical guide (4th ed.). New York:
Routledge. https://doi.org/10.4324/9780203427354
Korableva, O., Durand, T., Kalimullina, O. and Stepanova, I. 2019a. Studying user
satisfaction with the MOOC platform interfaces using the example of Coursera and
open education platforms. In ICBDE-19: Proceedings of the 2019 International
Conference on Big Data and Education, 26–30. New York: Association for
Computing Machinery. https://doi.org/10.1145/3322134.3322139
. 2019b. Usability testing of MOOC: Identifying user interface problems. In
Proceedings of the 21st International Conference on Enterprise Information
Systems - Volume 2: ICEIS, 468–475. Heraklion, Greece: Citepress Digital Library.
https://doi.org/10.5220/0007800004680475
IJAPS, Vol. 18, No. 2, 71–98, 2022 Virtual Education Experiences during COVID-19
94
Kotoua, S., Ilkan, M. and Kilic, H. 2015. The growing of online education in sub-Saharan
Africa: Case study Ghana. Procedia - Social and Behavioral Sciences 191: 2406–
2411. https://doi.org/10.1016/j.sbspro.2015.04.670
Ku, H.-Y. and Lohr, L. L. 2003. A case study of Chinese students’ attitudes toward their first
online learning experience. Educational Technology Research and Development
51 (3): 95–102. https://doi.org/10.1007/BF02504557
Lalla, S. 2015. Practicing low-context communication strategies in online course
design for international students studying in the U.S. In Proceedings of the 2015
International Conference on e-Learning, 199–202.
Lee, J. J. and Rice, C. 2007. Welcome to America? International student perceptions of
discrimination. Higher Education 53: 381–409. https://doi.org/10.1007/s10734
-005-4508-3
Li, C. and Lalani, F. 2020. The COVID-19 pandemic has changed education forever.
This is how. World Economic Forum, 29 April 2020. https://www.weforum.org/
agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
(accessed 5 July 2021).
Maftuh, B. 2011. Status of ICT integration in education in Southeast Asian countries.
Paper presented at Tsukuba International Conference: Innovation of Classroom
Teaching and Learning through Lesson Study, 17–20 February, Tsukuba
University, Japan.
Magyar, A., Krausz, A., Kapás, I. D. and Habók, A. 2020. Exploring Hungarian teachers’
perceptions of inclusive education of SEN students. Heliyon 6 (5): e03851.
https://doi.org/10.1016/j.heliyon.2020.e03851
Makrooni, G. 2019. Being a first-generation migrant family student in Finland: Perceptions
and experiences of the educational journey to higher education. Journal of Ethnic
and Cultural Studies 6 (3): 157–170. https://doi.org/10.29333/ejecs/293
McIsaac, M. S., Murphy, K. L. and Demiray, U. 1988. Examining distance education in
Turkey. Distance Education 9 (1): 106–113. https://doi.org/10.1080/015879188
0090108
Meier, B. P. 2015. Do metaphors color our perception of social life? In Handbook of
color psychology, eds. Elliot, A. J., Fairchild, M. D. and Franklin, A., 419–432.
Cambridge, England: Cambridge University Press. https://doi.org/10.1017/
CBO9781107337930.021
Mena-Guacas, A. F. and Velandia, C. A. 2020. Interaction through mobile technology
in short-term university courses. Heliyon 6 (2): e03287. https://doi.org/10.1016/
j.heliyon.2020.e03287
Ministry of Education Singapore. 2018. Massive open online courses and open
educational resources in Singapore. Journal of Southeast Asian Education 1: 1–12.
Molassiotis, A., Wang, T. Hoang, H. T. X., Tan, J.-Y., Yamamoto-Mitani, N., Cheng,
K. F., Tuazon, J. A., Kunaviktikul, W. and Suen, L. K. P. 2020. Doctoral nursing
education in east and Southeast Asia: Characteristics of the programs and students’
experiences of and satisfaction with their studies. BMC Medical Education
20 (143): 2–12. https://doi.org/10.1186/s12909-020-02060-1
Moore, M. G., Shattuck, K. and Al-Harthi, A. 2005. Cultures meeting cultures in online
distance education. Journal of e-Learning and Knowledge Society 1 (2): 187–207.
https://doi.org/10.20368/1971-8829/670
IJAPS, Vol. 18, No. 2, 71–98, 2022 Mozharul Islam
95
Muthuprasad, T., Aiswarya, S., Aditya, K. S. and Jha, G. K. 2021. Students’ perception
and preference for online education in India during COVID-19 pandemic. Social
Sciences & Humanities Open 3 (1): 100101. https://doi.org/10.1016/j.ssaho.2020
.100101
Neuman, W. L. 2011. Social research methods: Qualitative and quantitative approaches
(7th ed.). Boston, MA: Pearson.
Ngo, B. and Lee, S. J. 2007. Complicating the image of model minority success: A review
of Southeast Asian American education. Review of Educational Research 77 (4):
415–453. https://doi.org/10.3102/0034654307309918
Nguyen, D. 2009. Teacher-learner interactions in online learning at the center for online
and distance training (CODT). MA diss., Travinh University, Vietnam.
Novikov, P. 2020. Impact of COVID-19 emergency transition to online learning on
international students’ perceptions of educational process at Russian university.
Journal of Social Studies Education Research 11 (3): 270–302.
Öçal, T., Halmatov, M. and Ata, S. 2021. Distance education in COVID19 pandemic:
An evaluation of parent’s, child’s and teacher’s competences. Education and
Information Technologies 26: 6901–6921. https://doi.org/10.1007/s10639-021
-10551-x
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R. and Sindhi, S.
2018. Online education: Worldwide status, challenges, trends, and implications.
Journal of Global Information Technology Management 21 (4): 233–241.
https://doi.org/10.1080/1097198X.2018.1542262
Puttapithakporn, S. 2018. National trends in massive open online courses and open
educational resources related to educational development in Thailand. Journal of
Southeast Asian Education 1: 13–26.
Radloff, A. and Coates, H. 2010. Doing more for learning: Enhancing engagement and
outcomes. Australasian survey of student engagement: Australasian student
engagement report. Camberwell, Victoria: Australian Council for Educational
Research.
Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto,
M. and Tambunan, A. R. S. 2020. The perceptions of primary school teachers of
online learning during the COVID-19 pandemic period: A case study in Indonesia.
Journal of Ethnic and Cultural Studies 7 (2): 90–109. https://doi.org/10.29333/
ejecs/388
Raza, R. R. 2008. New evidence on outcomes from south Asian distance education
tertiary institutions: Some implications for future policy. Compare: A Journal
of Comparative and International Education 38 (4): 483–500. https://doi.org/
10.1080/03057920701817392
Richardson, J. T. E and Long, G. L. 2003. Academic engagement and perceptions of
quality in distance education. Open Learning: The Journal of Open, Distance and
e-Learning 18 (3): 223–244. https://doi.org/10.1080/0268051032000131008
Ruzgar, N. S. 2004. Distance education in Turkey. Turkish Online Journal of Distance
Education 5 (2): 22–32.
Samur, Y., Akgün, E. and Duman, B. 2011. Distance education in Turkey: Past-presentfuture. In International Higher Education Congress: New Trends and Issues
Conference Proceedings, 1325–1330.
IJAPS, Vol. 18, No. 2, 71–98, 2022 Virtual Education Experiences during COVID-19
96
Sarac, Y. 2021. The impact of online education during COVID-19 pandemic in Turkish
higher education. https://www.aa.com.tr/en/analysis/analysis-the-impact-ofonline-education-during-covid-19-pandemic-in-turkish-higher-education/2163525
(accessed 6 July 2021).
Sawir, E. 2005. Language difficulties of international students in Australia: The effects of
prior learning experience. International Education Journal 6 (5): 567–580.
Sawir, E., Marginson, S., Deumert, A., Nyland, C. and Ramia, G. 2008. Loneliness and
international students: An Australian study. Journal of Studies in International
Education 12 (2): 148–180. https://doi.org/10.1177/1028315307299699
SEAMEO Regional Open Learning Centre (SEAMOLEC). 2018. Disseminating open and
distance learning through massive open online courses in Southeast Asia. Journal
of Southeast Asian Education 1: 47–58.
Selvi, K. 2006. Right of education and distance learning. Eurasian Journal of Educational
Research 22: 201–211.
Sia, J. K.-M. and Adamu, A. A. 2021. Facing the unknown: Pandemic and higher
education in Malaysia. Asian Education and Development Studies 10 (2): 263–275.
https://doi.org/10.1108/AEDS-05-2020-0114
Simonson, M., Schlosser, C. and Hanson, D. 1999. Theory and distance education:
A new discussion. American Journal of Distance Education 13 (1): 60–75.
https://doi.org/10.1080/08923649909527014
Song, H. S. Y. and Chan, Y. M. 2008. Educational blogging: A Malaysian university
students’ perception and experience. In Hello! Where are you in the landscape
of educational technology? Proceedings Ascilite Melbourne 2008, 954–963.
http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.467.7865 (accessed
7 July 2021).
Sun, J. C.-Y. and Rueda, R. 2012. Situational interest, computer self-efficacy and selfregulation: Their impact on student engagement in distance education. British
Journal of Educational Technology 43 (2): 191–204. https://doi.org/10.1111/
j.1467-8535.2010.01157.x
Swan, K., Garrison, D. R. and Richardson, J. C. 2009. A constructivist approach to
online learning: The community of inquiry framework. In Information technology
and constructivism in higher education: Progressive learning frameworks,
ed. Payne, C. R., 43–57. Hershey, PA: IGI Global. https://doi.org/10.4018/978-1
-60566-654-9.ch004
Tadesse, S. and Muluye, W. 2020. The impact of COVID-19 pandemic on education
system in developing countries: A review. Open Journal of Social Sciences 8 (10):
159–170. https://doi.org/10.4236/jss.2020.810011
Tanhua-Piiroinen, E., Kaarakainen, S.-S., Kaarakainen, M.-T. and Jarmo, V. 2020. Digiajan
peruskoulu II (Comprehensive schools in the digital age II). Helsinki: Ministry of
Education and Culture Publications.
Taylor, J. C. and White, V. J. 1985. Why distance education? In Distance education in
Asia and the Pacific, ed. Cahill, B., 10–21. Bangkok: UNESCO Regional Office for
Education in Asia and the Pacific.
The Presidency of Turks Abroad and Related Communities (YTB). 2021. Homepage.
https://www.ytb.gov.tr/uluslararasi-ogrenciler/uluslararasi-ogrenci-hareketliligi
(accessed 27 June 2021).
IJAPS, Vol. 18, No. 2, 71–98, 2022 Mozharul Islam
97
Tint, H. 2018. Current status of distance education in Myanmar. Journal of Southeast
Asian Education 1: 27–34.
Titrek, O. Hashimi, S. H., Ali, S. and Nguluma, H. F. 2016. Challenges Faced by
International Students in Turkey. The Anthropologist 24 (1): 148–156. https://doi.
org/10.1080/09720073.2016.11892000
Traxler, J. 2018. Distance learning-predictions and possibilities. Education Sciences 8 (1):
35. https://doi.org/10.3390/educsci8010035
Troussas, C., Krouska, A. and Sgouropoulou, C. 2020. Collaboration and fuzzy-modeled
personalization for mobile game-based learning in higher education. Computers &
Education 144: 103698. https://doi.org/10.1016/j.compedu.2019.103698
Turan, F. and Islam, M. 2021. Günümüz toplumlarında ikidillilik [Bilingualism in
contemporary societies]. In İkidillilik ve ikidilli çocukların eğitimi [Bilingualism
and education of bilingual children], eds. Güleç, İ., İnce, B. and Demiriz, H. N.,
79–102. Istanbul: Kesit Publications.
United Nations (UN). 2020. Policy brief: Education during COVID-19 and beyond.
New York: United Nations.
Uzuner, S. 2009. Questions of culture in distance learning: A research review. The
International Review of Research in Open and Distance Learning 10 (3): 1–19.
https://doi.org/10.19173/irrodl.v10i3.690
Vasilev, V. L., Murtazina, D. A., Aleynikova, O. S., Averianova, T. A. and Aleksiuk,
I. O. 2018. Problems of digitalization of higher education in a small town. Paper
presented at the 32nd International Business Information Management Association
Conference, IBIMA 2018 - Vision 2020: Sustainable Economic Development
and Application of Innovation Management from Regional Expansion to Global
Growth, 15–16 November 2018, Seville, Spain.
Wangdi, N., Dema, Y. and Chogyel, N. 2021. Online learning amid COVID-19 pandemic:
Perspectives of Bhutanese students. International Journal of Didactical Studies
2 (1): 101456. https://doi.org/10.33902/IJODS.2021167818
Watson, E. 2020. #Education: The potential impact of social media and hashtag
ideology on the classroom. Research in Social Sciences and Technology 5 (2):
40–56. https://doi.org/10.46303/ressat.05.02.3
Weiss, M. L. and Ford, M. 2011. Temporary transnationals: Southeast Asian students in
Australia. Journal of Contemporary Asia 41 (2): 229–248. https://doi.org/10.1080/
00472336.2011.553042
Williams, J. B. and Jacobs, J. 2004. Exploring the use of blogs as learning spaces in the
higher education sector. Australasian Journal of Educational Technology 20 (2):
232–247. https://doi.org/10.14742/ajet.1361
Woofter, S. 2019. Book review: Building equity: Policies and practices to empower all
learners. American Journal of Qualitative Research 3 (1): 136–139. https://doi
.org/10.29333/ajqr/5815
World Health Organization (WHO). 2020. Coronavirus disease (COVID-19).
https://www.who.int/ (accessed 27 June 2021).
Yeboah, A. K. 2011. Factors that promote transformative learning experiences of
international graduate-level learners. PhD diss., University of South Florida, US.
IJAPS, Vol. 18, No. 2, 71–98, 2022 Virtual Education Experiences during COVID-19
98
Zawacki-Richter, O., Kondakci, Y., Bedenlier, S., Alturki, U., Aldraiweesh, A. and
Püplichhuysen, D. 2016. The development of distance education systems in
Turkey, the Russian Federation and Saudi Arabia. European Journal of Open,
Distance and e-Learning 18 (2): 112–128. https://doi.org/10.1515/eurodl-2015
-0016
Zhang, Z. and Xue, Y. 2015. An investigation of how Chinese university students use
social software for learning purposes. Procedia - Social and Behavioral Sciences
186: 70–78. https://doi.org/10.1016/j.sbspro.2015.04.084
Zhao, Y., Lei, J., Yan, B., Lai, C. and Tan, S. 2005. What makes the difference? A practical
analysis of research on the effectiveness of distance education. Teachers College
Record 107 (8): 1836–1884. https://doi.org/10.1177/016146810510700812
Ziguras, C. 2001. Educational technology in transnational higher education in South East
Asia: The cultural politics of flexible learning. Educational Technology & Society
4 (4): 8–18.