| THE IMPACT OF INQUIRY-BASED ONLINE LEARNING WITH VIRTUAL LABORATORIES ON STUDENTS’ SCIENTIFIC ARGUMENTATION SKILLS | Ahmad Fauzi HENDRATMOKO, Madlazim MADLAZIM, Wahono WIDODO, I Gusti Made SANJAYA | 1–20 |
| THE RELATIONSHIP BETWEEN PROSPECTIVE TEACHERS’ PERCEIVED IMPORTANCE OF ONLINE TEACHING COMPETENCIES AND THEIR SELF-EFFICACY BELIEFS | Elif OZTURK, Zeynep TURGUT | 21–39 |
| EFFECTS OF BIAS, GAMIFICATION AND MONETARY COMPENSATION ON MOOC DROPOUTS | Manuel MEDINA-LABRADOR, Gustavo Rene GARCIA-VARGAS, Fernando MARROQUIN-CIENDUA | 40–49 |
| ASSESSMENT OF SYNCHRONOUS ONLINE ARCHITECTURE EDUCATION FROM STUDENTS’ PERSPECTIVE | Meric ALTINTAS KAPTAN, Ecem EDIS, Aslıhan UNLU | 50–76 |
| THE INSTRUCTOR PARAMETERS OF TRANSITION TO FULLY ONLINE LEARNING | Hale ILGAZ, Denizer YILDIRIM, Nevzat OZEL, Salih DEMIR, Mesut SEVINDIK | 77–94 |
| DIALOGIC-INTERACTIVE MEDIA IN ONLINE LEARNING: EFFECTIVENESS IN SPEAKING SKILLS | Atmazaki ATMAZAKI, Syahrul RAMADHAN, Vivi INDRIYANI | 95–111 |
| PROGRAM EVALUATION IN OPEN AND DISTANCE LEARNING: THE CASE OF OPEN EDUCATION SYSTEM CALL CENTER SERVICES ASSOCIATE DEGREE PROGRAM | Yagmur TUC, Nejdet KARADAG | 112–131 |
| EXAMINATION OF THE PREDICTION OF FLEXIBILITY FOR LEARNER SATISFACTION IN ONLINE COURSES | Arif AKCAY | 132–145 |
| THE ROLE OF E-LEARNING READINESS ON SELF-REGULATION IN OPEN AND DISTANCE LEARNING | Hasan UCAR, Yusuf Zafer Can UGURHAN | 146–159 |
| CRITERIA FOR DESIGNING AND EVALUATING THE QUALITY OF VIRTUAL CLASSROOMS DURING EMERGENCY LEARNING | Mohammed Kamal AFIFY, Abdulrazak Mohamed ALQOOT, Saffanah Abdel Kader ZEDAN | 160–178 |
| EVALUATION OF LEARNING MANAGEMENT SYSTEMS USING INTERVAL VALUED INTUITIONISTIC FUZZY-Z NUMBERS | Duygu SERGI, Irem Ucal SARI | 179–206 |
| FACTORS AFFECTING TEACHERS’ ONLINE LEARNING EXPERIENCES IN PROFESSIONAL DEVELOPMENT PROGRAM: STRUCTURAL EQUATION MODELLING | Lastika Ary PRIHANDOKO | 207–219 |
| UZEP: A CLOUD-BASED DISTANCE EDUCATION PLATFORM FOR HIGHER EDUCATION INSTITUTIONS | Baran KAYNAK, Osman TUNA, Ugur OZBEK, Ali AKSOY, Ahmet OZMEN, Mehmet Baris HORZUM, Burak GOL | 220–237 |
| DIGITAL DIVIDE AND EMERGENCY REMOTE EDUCATION: RECONSIDERING THE USE OF EDUCATIONAL RADIO DURING THE PANDEMIC | Burcin YERSEL, Basak KALKAN, Fikret ER, Arzu Celen OZER, Aysel Ulukan KORUL | 238–256 |
| EXPLORING OPPORTUNITIES FOR EMBEDDING POST-PANDEMIC SCHOOL PRACTICES: LESSON LEARNED FROM COMPULSORY ONLINE LEARNING | Dedi IRWAN, Muhammad Iqbal Ripo PUTRA, Nurussaniah NURUSSANIAH | 257–275 |
| STATE OF RESEARCH ON E-ASSESSMENT IN EDUCATION: A BIBLIOMETRIC ANALYSIS | Betul TONBULOGLU | 276–301 |
| IDENTIFYING VARIABLES THAT PREDICT STUDENTS’ GEOGRAPHICAL INQUIRY SKILLS DURING THE COVID-19 PANDEMIC | Hulya YIGIT OZUDOGRU | 302–317 |
| EDUCATIONAL DESIGN AND EVALUATION MODELS OF THE LEARNING EFFECTIVENESS IN E-LEARNING PROCESS: A SYSTEMATIC REVIEW | Adamantia SPATIOTI, Ioannis KAZANIDIS, Jenny PANGE | 318–347 |
| SELF-DIRECTED LEARNING AND MOOC INTEGRATION INTO HIGHER EDUCATION EFL CLASSROOMS | Nazife SEN ERSOY, Yunus DOGAN | 348–361 |
| PERSPECTIVES OF ENGLISH LANGUAGE INSTRUCTORS ON POPULAR LEARNING MANAGEMENT SYSTEMS AND SOFTWARE | Zulal AYAR | 362–383 |
| BOOK REVIEW HYFLEX COURSE DESIGN AND TEACHING STRATEGIES | Alev ATES COBANOGLU, Tayfun FIRAT | 384–386 |