| ONLINE DISCUSSION: EFFECTS OF IDENTITY VERSUS ANONYMITY AND INTERACTION WITH PEDAGOGICAL AGENTS | Glenn Gordon SMITH, Metin BESALTI | 1–18 |
| QUASI-PROFESSIONAL EDUCATIONAL ENVIRONMENT IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS | Hanna ALIEKSIEIEVA, Liubov PETUKHOVA, Maryna NESTERENKO, Kristina PETRYK, Renáta BERNÁTOVÁ | 19–31 |
| LONG DISTANCE LAB AFFAIRS: PHYSICS ACHIEVEMENT AND METACOGNITION EFFECTS OF DISTANCE LABORATORIES IN A SENIOR HIGH SCHOOL IN THE PHILIPPINES | Alfredo C. PADIOS, JR., Macario V. TOBIA, JR. | 32–46 |
| THE EXTENT OF IMPLEMENTATION OF BLENDED LEARNING IN SENIOR HIGH SCHOOL SCIENCE EDUCATION VIS-A-VIS STUDENTS’ ACADEMIC ACHIEVEMENT | Romel C. MUTYA, Apreyll-rose L. MASUHAY | 47–63 |
| FACTORS CONTRIBUTING TO VIETNAMESE UNIVERSITY LECTURERS’ BURNOUT IN ONLINE EMERGENCY CLASSROOMS AMIDST THE COVID-19 PANDEMIC | Thuan Minh Hoang NGUYEN, Thu Hoai Thi DO, Quang Nhat NGUYEN | 64–92 |
| THE EFFECT OF KNOWLEDGE SHARING, ATTITUDE, AND SATISFACTION ON NOVICE UNIVERSITY STUDENTS’ ONLINE LEARNING ACHIEVEMENT | Sinan KESKIN, Mustafa Serkan GUNBATAR, Hayati CAVUS | 93–107 |
| DISHONESTY IN ONLINE LEARNING: DISTANCE LEARNING PERSPECTIVES DURING PANDEMIC | Pasca Dwi PUTRA, Andri ZAINAL, Roza THOHIRI | 108–119 |
| DISTANCE LEARNERS’ EMOTIONAL INTELLIGENCE AND PERCEPTIONS OF THEIR SITUATIONAL BARRIERS IN LEARNING ENGLISH | George Boon Sai TEOH, Agnes Wei Lin LIAU | 120–144 |
| LIFE SATISFACTION OF OPEN EDUCATION HIGH SCHOOL STUDENTS REGARDING VARIOUS DEMOGRAPHIC | Mesut DEMIRBILEK, Sitar KESER | 145–166 |
| CONDUCTING REMOTE ELECTRONIC EXAMINATIONS IN DISTANCE HIGHER EDUCATION: STUDENTS’ PERCEPTIONS | George VORVILAS, Alexandros LIAPIS, Alkis KOROVESIS, Dimitra AGGELOPOULOU, Nikos KAROUSOS, Efstathios EFSTATHOPOULOS | 167–182 |
| A MODEL OF REMOTE TEACHING AND LEARNING UNDER EMERGENCY AND SUSTAINED CRISIS CONDITIONS: A DESCRIPTION OF NOVEL DISTANCE EDUCATION CONTEXTS AND MANIFESTATIONS | William H. STEWART, Patrick R. LOWENTHAL, David RICHTER | 183–201 |
| THE WHATSAPP APPLICATION USE AS A SUPPORT SERVICE IN DISTANCE EDUCATION: A CASE ANALYSIS | Gaye TOPA CIFTCI, Murat Ertan DOGAN, Burcin UNAL | 202–216 |
| A QUALITATIVE ANALYSIS OF THE FACTORS INFLUENCING THE ADOPTION OF MOOC IN HIGHER EDUCATION | Nour Awni ALBELBISI, Ahmad Samed AL-ADWAN, Akhmad HABIBI | 217–231 |
| DEVELOPMENT OF LEARNING MODELS IN WEB PROGRAMMING COURSES WITH COMPUTER-BASED LEARNING TUTORIALS | Muhammad MULTAZAM, Zulfiati SYAHRIAL, Rusmono RUSMONO | 232–244 |
| UNCOVERING CHALLENGES AND OPPORTUNITIES FOR IMPROVEMENTS OF DISTANCE LEARNING IN TEACHER EDUCATION: KOSOVO’S EXPERIENCE | Elmedina NIKOCEVIQ-KURTI | 245–260 |
| ANALYZING DIGITAL DIVIDE AMONG UNIVERSITY STUDENTS OF PAKISTAN | Aatif IFTIKHAR, Naeem AHMED, Dr. Saif Ul Mujahid SHAH | 261–271 |
| NEW LEARNERS’ SATISFACTION WITH ONLINE EDUCATION: A LONGITUDINAL STUDY | Saif - Ur REHMAN, Elgilani Eltahir ELSHAREIF, Faisal KHAN | 272–283 |
| CONTINUOUS INTENTION TO USE ONLINE LEARNING DURING COVID-19 PANDEMIC BASED ON THREE DIFEERENT THEORITICAL MODELS (TAM, SVT, TOE) | Shaden MASADEH, Rabab ABUMALLOH, Noha LABANI | 284–307 |
| STUDENTS’ DISCOURSES DURING THE ONLINE DISTANCE LEARNING IN THE FIRST WAVE OF THE COVID19 PANDEMIC: AN ACTION RESEARCH WITH STUDENTS AS CO-RESEARCHERS | Konstantinos SIPITANOS | 308–324 |
| EXAMINING UNIVERSITY STUDENTS’ BEHAVIOURAL INTENTION TO DISTANCE LEARNING DURING COVID-19: AN EXTENDED TAM MODEL | Can SAYGINER | 325–336 |