Report

Submitted by:

Name: Md Ariful Islam

ID no: 18 AIS 025

Course Name: Research Methodology

Course Code: AIS-4205

Year& Semester: 4th year 2nd semester

Session: 2020-2021

Submitted to: Abdul Alim Baser

Associate Professor

Department of Accounting & Information Systems

University of Barishal

Submission date: 8/1/2023

 Research Report

An analysis of “The impact of covid-19 on online learnings: Identifying key problems faced
by students and teachers in Gazipur secondary school, Bangladesh”

Abstract
Normally students are used to following traditional teaching methods and learning medium.
Due to the recent covid-19 pandemic the schools, colleges, Universities as well secondary
schools of Bangladesh had to move onto online teaching and education. But due to transferring
their educational activities online both the student and teachers faced complexities regarding
this new change. The students showed decreasing performance not only due to the new
environment of education but also psychological issues which contributed to this problem.

Student Name:
Student ID:

1
Table of Contents
Research title .............................................................................................................................. 3

Research problem....................................................................................................................... 3

Research question ...................................................................................................................... 3

Significance of the research to education and professional journey .......................................... 3

Literature review ........................................................................................................................ 5

Research methodology ............................................................................................................... 8

Research philosophy .............................................................................................................. 8

Research method .................................................................................................................... 8

Data source............................................................................................................................. 8

Theoretical framework ........................................................................................................... 8

Ethics consideration ............................................................................................................... 8

Reporting plan ........................................................................................................................ 9

Presentation, analysis and interpretation of data...................................................................... 10

Findings and discussion ........................................................................................................... 14

Recommendations .................................................................................................................... 15

Annotated Bibliography ........................................................................................................... 16

References ................................................................................................................................ 20

2
Research title
The impact of covid-19 on online learnings: Identifying key problems faced by students and
teachers in Gazipur Secondary school, Bangladesh

Research problem
Students and teachers are used traditional methods of classroom teaching but due to the recent
covid-19 pandemic, the secondary schools from all over Bangladesh had to close their
classrooms and switch to online teaching. But due to transferring their educational activities
online both the student and teachers faced complexities regarding this new change (Doyumgaç,
Tanhan & Kiymaz, 2021). The students show a lack of attention and difficulty in understanding
online teaching also it is difficult for teachers to solve this problem as every student does not
open up about the problem faced and it is very hard to identify students and the related problem
in the online medium of teaching. The research holds interest to me as I want to find out the
reasons behind these problems and take corrective measures in my teaching to provide an easy
and better online education environment.

Research question
1. What are the problems faced by the teachers and students in Gazipur secondary schools
in Bangladesh regarding online education?
2. What are the effects of online education on students’ performance?

Significance of the research to education and professional journey

Teachers have a vital role in ensuring and providing the best learning environment for the
students. I wish to become a teacher at Gazipur Secondary school this responsibility also falls
on my shoulder to better prepare for the future in advance. As currently the online teaching
methods are being used in education teachers have to play the most important role in guiding
the students through the transition from offline to online education (Downing, Dyment &
Stone, 2019). This research holds significance as it will provide insight into the complexities
and circumstances faced by both teachers and students which will enable to improve the system
in the future by taking into account these problems and guiding to develop better online
education policy. Since teaching and methods of delivering knowledge have evolved teachers
have to oversee their personal growth to develop their technical knowledge and their field of
expertise (Mandernach, Robertson & Steele, 2018). As a future teacher, this research has
significance for my profession as it will help me better understand the online classroom

3
dynamics and the issues that can arise in this field which will help me to take the necessary
steps to further improve the way of my teaching, the ability of my students to learn and have a
better learning environment best suited for them that takes into consideration the personal
issues faced by them and provides the solution (Peimani & Kamalipour, 2021). Also, this
research will guide future aspiring students such as myself and create awareness of the
challenges and problems that are faced in implementing technology in education and take
preparation for their better performance beforehand.

4
Literature review
Due to the covid-19 pandemic and the increasing rate of infection the education institutes had
to shut down all over the world as a result the schools in Australia also had to shut down.

According to Daniel, (2020), the pandemic caused losses to the education system as the
institutes could not open for a long time and teachings were paused, to continue online
education system and medium had to be adopted.

According to Ricci, (2021) success in any classroom depends on the student’s ability to hold
their attention and focus during the learning period. Self-regulation and emotional skills are
required to do so. To have positive outcomes in learning students need to control impulsive
behaviours, adjust their behaviours and have self-regulations.

Normally teachers and the institute guides students through managing these factors. But as
online learning methods are adopted these characteristics are remaining unchecked the results
of which are seen in their class performance which shows a downturn.

According to Aini, Budiarto, Putra & Rahardja, (2020) online learning or e-learning tools have
played a vital role in continuing the education system during the time schools and universities
were closed. While coping with new changes and circumstances both teachers and students
needed support and direction. The students who possess a fixed mindset found a difficult time
adapting and adjusting to the changes whereas the students who were quick to catch things
easily adopted.

According to Mseleku, (2020) online learning comes with a tough challenge as different
subjects consist of different topics coming with a variety of different needs. Different ways and
approaches to teaching are needed when it comes to different subjects and age groups of people.
So fulfilling all of these requirements comes as a tough challenge to the teachers.

According to Almaiah, Al-Khasawneh & Althunibat, (2020) as due to the unexpected effects
of covid-19 schools were shut down they struggled to ensure the delivery of quality education
during these difficult times. Due to being quarantined at home for a long time, many students
faced psychological and emotional imbalance and stress which restricted their productive
engagement in learning.

According to Elumalai et al., (2021) Covid-19 caused both complexities in learning also
inequalities. In Australia, access to a computer for schooling is only available to 34% of the
students in the rural part in comparison to 80% in Melbourne and 95% in Sydney. One-quarter
5
of the families having lower incomes could not afford or provide computer access to their
children for online learning.

According to Hasan & Bao, (2020), although some middle schools provide help and guidance
for the students who need their studies showed that about 15% of the online learning programs
undertaken by the schools succeed while about 45% of the programs and steps undertaken fails
fully and among them, 40% can achieve partial success.

According to Radha, Mahalakshmi, Kumar & Saravanakumar, (2020), many things can distract
online learning for students as well as teachings for the teachers. Making it tough to manage
time as it depends on the students and their possessing motivations.

According to Schacter & Szpunar, (2015) to hold attention and engage in studies students have
to be focused to get rid of distractions which is hard but online education makes it even harder
for those who have a short span of attention and gets distracted easily.

According to Favale et al., (2020) the performance of the middle school students during the
covid-19 pandemic in Australia fell for the year-end and internal examination held as the
students had fewer hours for contact compared to before and had limited scope of consultation,
face to face guidance going through tough learning materials or having hard times
understanding.

According to Adedoyin, & Soykan, (2020) in terms of online assessments carried out for the
middle schools there is a lot of scope for error which creates confusion among the teachers,
students and also their parents. The appropriate framework to be applied and measures to be
taken are still under development because of the large student population.

According to Teymori & Fardin, (2020) directly participating in schools develops the social
awareness of students and also their personal and social skills. As the students had to be away
from school due to the home quarantine they faced numerous repercussions in their economic,
social and psychological aspects.

According to Adnan & Anwar, (2020) using virtual methods to continue teaching was
appropriate for some students it failed to fulfil the needs and demands of other students. It has
concerns regarding less attention paid to experience and towards the wants of the students who
possess disabilities and special needs.

6
According to Muflih et al., (2020) adopting online learning for middle schools challenged the
classroom management of teachers in the new setting and environment. Teachers had a tough
time leading the students in devoting their time to gaining knowledge while preventing
overload, disorientation, and complexities in understanding for the native and foreign types of
students.

According to Amemado, (2020) in the times of the covid-19 pandemic, the teachers were
required to transition into providing online education but had very little time at their disposal
to make necessary preparations. They had to perform both the task of instructional designing
and facilitating. The result of this was felt in the lack of experience in providing teaching in the
virtual environment as the demands and expectations were high than traditional methods.

According to Pandit & Agrawal, (2021) compared to the traditional methods of teaching online
teaching requires much more different types of skills which are yet to be fully integrated into
the coursework that pre-service teachers have. They should not only possess technical skills
but also the ability to integrate strategies for building a relationship with the students of
different backgrounds and demographics to attend to social, emotional and academic needs
they might have during this period of online education.

7
Research methodology
Research philosophy
I have used positivism research philosophy in this study as this method focuses on the facts
and events that are related to my research theme. Under this philosophy, all the activities related
to the research have been dealt with according to my interest (Žukauskas, Vveinhardt &
Andriukaitienė, 2018).

Research method
For this research, I have used the quantitative method for performing the collection of data and
their analysis. This method was chosen because it focuses on objective measurements and
assisted me to perform statistical and mathematical analysis based on the data that have been
collected on the Gazipur Secondary school and the impact of covid-19 on its students and
teachings.

Data source
I have used secondary data in this research project as it was best suited to find out the effects
of covid-19 on students. In data collection, all the necessary steps have been taken to ensure
the accuracy and correctness of the data collected. The main source of data for this study was
collected using the classroom records, published articles, student files and also the school's
database.

Theoretical framework
I have used a combination of theories such as cognitivism, behaviourism and social
constructivism in conducting my research. The cognitive theory has helped me to understand
the way students' minds collaborate going through the learning process. It has also helped to
identify the challenges that the pre-service teacher face and the problems that the students are
having with the visualisation and utilising their abilities. The issues that the changes in the
learning environment have brought forward were analysed through behaviourism theory the
lack of existing teachers' and students' social connections have been analysed through the help
of social constructivism theory (Aparicio, Bacao, & Oliveira, 2016).

Ethics consideration
As I have used public domains as my secondary source any ethical approval was not required.
The secondary information used in this research has been cited by the use of the latest APA
reference models.

8
Reporting plan
Strategies that could be used for the future of ongoing learning in Gazipur Secondary school
are:

1. Vary teaching styles and ways of providing lessons according to the different subjects,
the people of different age bases and different needs.
2. Make a short personalised video for each student and create a medium for submitting
feedback from each student after every lesson provided (Sutarto, Sari &
Fathurrochman, 2020).

The idea that came into mind during the preparation of this report:

1. Create a community for the students and allow them to participate in ice breaker
activities, create an opportunity for students to share their expertise and knowledge also
maintain social interaction which will reduce their mental stress.
2. Provide a medium for creating accessible content for students that will reduce the
barriers relating to comprehension and ensure the accessibility of the content to both
indigenous students and different demographics (Davis, Chen, Hauff & Houben, 2018).
3. Strengthen the online education policy of Gazipur Secondary school, and adopt new
steps focusing on developing and maintaining a relationship with students. Establish a
medium to provide continuous guidance for those in need.

9
Presentation, analysis and interpretation of data
After analysing the annual performance reports, and grade reports of Gazipur Secondary school
I have found the following: Here only 2 subjects have been taken to give an idea about the
effects that online learning and covid-19 had on the performance of the students of Gazipur
Secondary school, Bangladesh. Also, the reports of student counsellors have been analysed to
determine psychological and emotional effects on students.

Grades 2019 2020

A 81 66
General math B 163 177
C 144 121
D 0 20
E 0 2
N 1 10
P 5 10
A 49 32
Information and B 154 171
Communication C 167 165
Technology D 12 0
E 2 8
N 0 0
P 3 0
Student counsellors report
Issues 2019 2020 Rise/Fall
Academic/ Classroom 20% 27% 7%
Mental health and wellbeing 40% 55% 15%
Family/ Communication 30% 10% 20%
Peer/ Relationship 10% 8% 2%

10
1. Changes in students’ performance in General math.

GENERAL MATH
2019 2020

177
163
NUMBER OF STUDENTS

144
121
81
66

20

10

10
5
2

1
0

0
A B C D E N P
GRADES

After analysing the data it can be seen that there has been a significant fall in the students’
performance in the subject. The number of students that achieved grade A has fallen from 81
to 49 and people getting grades C and D have risen from 144 to 167 and 0 to 12 respectively.
The reason behind this can be traced back to the covid-19 which required students to take an
online class in 2020. Changing the medium of education and the emotional, and psychological
challenges the students had a hard time coping with and showing good academic performance
(Yang & Li, 2018)..

11
2. Differences in performance in numeracy distribution of 1st semester.

Upon seeing the result of numeracy distribution between the normal times and covid-19
pandemic times it can be identified that students already struggled in numeracy distribution
and required constant consultation but during the period of online education their performance
in numeracy distribution has fallen even further due to the absence of required and sufficient
consultation of the teachers. The new method of teaching failed to guide the students with
special needs and difficulty understanding their academic performance suffered the
consequence (Vo, Zhu & Diep, 2017). With a fall in A and B grades and an increase in the
number of students having D, E, N and P grades.

Analysing the other subjects showed the same results of fall in performance in the online
learning period compared to traditional in-class learning. Here only two of them have been
shown to provide a picture of the whole situation.

12
3. Changes in issues reported during normal and covid-19 pandemic times.

After analysing the reports or issues reported by students to student counsellors I found that
peer and relationship issues didn’t have any significant change but rather decreased by 2%,
family and communication issues which were 30% reduced to 10% as the students had to be
home quarantined. But there was a significant rise in academic issues as the new online learning
was adopted which the students had no prior experience with. Adopting and understanding the
lessons provided through online mediums came to them as a tough challenge raising their fear
of academic performance (Meda et al., 2021). But the main concern was the huge rise in mental
and wellbeing issues which rose by 17% in 2020. With the absence of social interactions,
guidance from teachers, and psychological stress that the covid-19 brought, hard times with
adapting to online classes gave rise to the mental health and well-being issues for students.
Which made online learning very difficult for them.

13
Findings and discussion
1. After further analysing I found that the indigenous students enrolled in my class who
possessed weak basics in English had trouble coping and understanding the lessons
provided through online medium. As they were unlikely to ask for help with any
problems and issues face it was more of a challenge to reach them. It was impossible
for me as well as for other teachers to identify if anyone among them needed help. As
face to face medium of interaction wasn’t present it was not possible to build a
relationship with them (Mukhtar et al., 2021).
2. Students of my class in Gazipur Secondary school comprised of students from different
demographics and cultural backgrounds which required a different approach and effort
to provide the online education.
3. Upon investigation, I found that the online learning that was being offered wasn’t
suitable and compatible with the subjects that needed direct lab work. As it wasn’t
possible to provide it students, especially in science suffered the absence of practical
knowledge (Gillett-Swan, 2017).
4. Sufficient access to technology for online education, and getting compatible devices
and internet connections were tough for some students as well as teachers here in
Gazipur Secondary school during the pandemic times. Also, the coursework of pre-
service teachers such as myself wasn’t efficient enough to prepare us for teaching under
such circumstances. The absence of training and enough preparation time further added
to the problem (Gillett-Swan, 2017).
5. The increased social isolation of the students in my class affected their mental health
and well-being which further hampered their ability to learn during online classes.
6. It was not possible for me and other teachers at Gazipur Secondary school to maintain
one to one engagement with the students that needed extra attention and care. As
monitoring engagements in the classroom through online lectures were not quite
adequate I couldn't ascertain the engagement level of students in my class. Other
teachers also faced similar circumstances.

14
Recommendations
1. Create a separate group for indigenous students and the students who need special
attention this will make it easier to provide them with technological support. Use
approaches which are culturally relevant to them and use DE programs for teaching
indigenous students (Mukhtar et al., 2021).
2. Divide class lectures into short multiple sessions and present the teachings in an
interactive way or setting which will help the students with a short span of attention to
properly maintain focus in class.
3. Increase the engagement of students by providing them with the opportunity to actively
participate in the lessons. Asking them questions during lessons to test their
understanding ability and participation in the class (Mukhtar et al., 2021).
4. Use different cultural teaching approaches for foreign students in online classes which
will be better suited for their understanding ability.
5. Redesign the course work of the pre-service teachers and provide support and training
to be better able in providing a lesson in e-learning mediums.
6. Provide opportunities with a virtual lab system for the students who need active learning
through the use of the lab.

15
Annotated Bibliography
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges
and opportunities. Interactive learning environments, 1-13.

• In this article, the author has discussed the errors that are present in performing online
assessments and the challenges and opportunities provided by online learning.

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students'
Perspectives. Online Submission, 2(1), 45-51.

• In this article, the author has given a clear view of online education's inability to fulfil
the needs and give the required attention to students that have special needs or
problems.

Aini, Q., Budiarto, M., Putra, P. O. H., & Rahardja, U. (2020). Exploring e-learning challenges
during the global COVID-19 pandemic: A review. Jurnal Sistem Informasi, 16(2), 57-65.

• In this journal the author has discussed how adopting e-learning has been challenging
for both teachers and students, especially for those who are not very good at adapting.

Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges
and factors influencing the E-learning system usage during COVID-19 pandemic. Education
and information technologies, 25(6), 5261-5280.

• Here in this journal, the author has discussed how ensuring quality education in the
covid-19 situation has become a challenge and the psychological and emotional issues
faced by students.

Amemado, D. (2020). COVID-19: An unexpected and unusual driver to online

education. International Higher Education, (102), 12-14.

• In this article, the author has focused on describing the lack of experience and
preparation time that the teachers have faced in adopting a new educational setting.

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.

• In this article, the author has discussed how the emergence of the covid-19 pandemic
has caused damage to the educational system.

16
Downing, J. J., Dyment, J. E., & Stone, C. (2019). Online initial teacher education in Australia:
Affordances for pedagogy, practice and outcomes. Australian Journal of Teacher
Education, 44(5), 57-78.

• In this journal, the author has pointed out the skills and knowledge that the pre-service
teachers needed to provide teaching in online mediums and the weakness existing in
their coursework.

Doyumgaç, I., Tanhan, A., & Kiymaz, M. S. (2021). Understanding the most important
facilitators and barriers for online education during COVID-19 through online photovoice
methodology. International Journal of Higher Education, 10(1), 166-190.

• In this journal, the author has discussed the barriers that the teachers face in providing
online education and also the complexities that the students face in successfully
receiving them.

Elumalai, K. V., Sankar, J. P., Kalaichelvi, R., John, J. A., Menon, N., Alqahtani, M. S. M., &
Abumelha, M. A. (2021). Factors affecting the quality of e-learning during the COVID-19
pandemic from the perspective of higher education students. COVID-19 and Education:
Learning and Teaching in a Pandemic-Constrained Environment, 189.

• Here the author has described how the covid-19 has created inequalities in learning,
and how the rural and lower-income families are struggling to afford e-learning which
is affecting its quality.

Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-
Learning during COVID-19 pandemic. Computer networks, 176, 107290.

• The author here in this journal has compared the quality shown in students’
performance before and after the covid-19 pandemic.

Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological
distress among college students during COVID-19 pandemic: A mediating role of “fear of
academic year loss”. Children and youth services review, 118, 105355.

• Here the author has described the fear of performance in e-learning among students and
the success or failure of this method of education.

17
Mandernach, B. J., Robertson, S. N., & Steele, J. P. (2018). Beyond content: The value of
instructor-student connections in the online classroom. Journal of the Scholarship of Teaching
and Learning, 18(4).

• In this journal, the author has discussed the factors and related problems faced by both
students and teachers in developing a teacher-student relationship in the online
education environment.

Mseleku, Z. (2020). A literature review of E-learning and E-teaching in the era of Covid-19
pandemic. SAGE, 57(52), 6.

• Here in this article, the author has given a clearer picture of the challenges that different
subjects and students from different demographics bring to teachers.

Muflih, S., Abuhammad, S., Karasneh, R., Al-Azzam, S., Alzoubi, K. H., & Muflih, M. (2020).
Online education for undergraduate health professional education during the COVID-19
Pandemic: Attitudes, barriers, and ethical issues. Research Square.

• Here the author has discussed how it possesses a tough time for teachers to hold
students' attention and at the same time fulfil the needs of native and foreign students.

Pandit, D., & Agrawal, S. (2021). Exploring challenges of online education in COVID
times. FIIB Business Review, 2319714520986254.

• Here the author has discussed the different requirements that traditional and online
teaching asks from teachers and the limitations in the coursework of pre-service
teachers to better prepare them for the challenge.

Peimani, N., & Kamalipour, H. (2021). Online education and the COVID-19 outbreak: A case
study of online teaching during lockdown. Education Sciences, 11(2), 72.

• In this journal, the author has discussed the roles that the teachers were expected to play
in online teaching and the factors contributing to the limitations regarding their failure
to deliver up to the expectations.

Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). E-Learning during
lockdown of Covid-19 pandemic: A global perspective. International journal of control and
automation, 13(4), 1088-1099.

18
 • Here in this article, the author gives the scenario of online learning, and how it makes
it tough for both teachers and students in their time management and holding
motivation.

Ricci, M. C. (2021). Mindsets in the classroom: Building a culture of success and student
achievement in schools. Routledge.

• Here in this journal, the author has described the elements of students’ mindsets that
have an impact on their classroom performance and how covid-19 is negatively
affecting them.

Schacter, D. L., & Szpunar, K. K. (2015). Enhancing attention and memory during video-
recorded lectures. Scholarship of Teaching and Learning in Psychology, 1(1), 60.

• Here in this article, the author has discussed the challenges of holding attention to
learning through online and recorded mediums.

Teymori, A. N., & Fardin, M. A. (2020). COVID-19 and educational challenges: A review of
the benefits of online education. Annals of Military and Health Sciences Research, 18(3).

• Here the author has discussed the challenges that covid-19 has brought to the
educational system and the benefits given by the online education system as well as
their limitations.

19
References
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges
and opportunities. Interactive learning environments, 1-13.

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students'
Perspectives. Online Submission, 2(1), 45-51.

Aini, Q., Budiarto, M., Putra, P. O. H., & Rahardja, U. (2020). Exploring e-learning challenges
during the global COVID-19 pandemic: A review. Jurnal Sistem Informasi, 16(2), 57-65.

Almaiah, M. A., Al-Khasawneh, A., & Althunibat, A. (2020). Exploring the critical challenges
and factors influencing the E-learning system usage during COVID-19 pandemic. Education
and information technologies, 25(6), 5261-5280.

Alpi, K. M., & Evans, J. J. (2019). Distinguishing case study as a research method from case
reports as a publication type. Journal of the Medical Library Association: JMLA, 107(1), 1.

Amemado, D. (2020). COVID-19: An unexpected and unusual driver to online

education. International Higher Education, (102), 12-14.

Aparicio, M., Bacao, F., & Oliveira, T. (2016). An e-learning theoretical framework. An e-
learning theoretical framework, (1), 292-307.

Daniel, S. J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.

Davis, D., Chen, G., Hauff, C., & Houben, G. J. (2018). Activating learning at scale: A review
of innovations in online learning strategies. Computers & Education, 125, 327-344.

Downing, J. J., Dyment, J. E., & Stone, C. (2019). Online initial teacher education in Australia:
Affordances for pedagogy, practice and outcomes. Australian Journal of Teacher
Education, 44(5), 57-78.

Doyumgaç, I., Tanhan, A., & Kiymaz, M. S. (2021). Understanding the most important
facilitators and barriers for online education during COVID-19 through online photovoice
methodology. International Journal of Higher Education, 10(1), 166-190.

Elumalai, K. V., Sankar, J. P., Kalaichelvi, R., John, J. A., Menon, N., Alqahtani, M. S. M., &
Abumelha, M. A. (2021). Factors affecting the quality of e-learning during the COVID-19
pandemic from the perspective of higher education students. COVID-19 and Education:
Learning and Teaching in a Pandemic-Constrained Environment, 189.

20
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-
Learning during COVID-19 pandemic. Computer networks, 176, 107290.

Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the
isolated learner. Journal of Learning Design, 10(1), 20-30.

Groundwater-Smith, S., & Mockler, N. (2016). From data source to co-researchers? Tracing
the shift from ‘student voice’to student–teacher partnerships in Educational Action
Research. Educational Action Research, 24(2), 159-176.

Hasan, N., & Bao, Y. (2020). Impact of “e-Learning crack-up” perception on psychological
distress among college students during COVID-19 pandemic: A mediating role of “fear of
academic year loss”. Children and youth services review, 118, 105355.

Mandernach, B. J., Robertson, S. N., & Steele, J. P. (2018). Beyond content: The value of
instructor-student connections in the online classroom. Journal of the Scholarship of Teaching
and Learning, 18(4).

Meda, N., Pardini, S., Slongo, I., Bodini, L., Zordan, M. A., Rigobello, P., ... & Novara, C.
(2021). Students’ mental health problems before, during, and after COVID-19 lockdown in
Italy. Journal of psychiatric research, 134, 69-77.

Mseleku, Z. (2020). A literature review of E-learning and E-teaching in the era of Covid-19
pandemic. SAGE, 57(52), 6.

Muflih, S., Abuhammad, S., Karasneh, R., Al-Azzam, S., Alzoubi, K. H., & Muflih, M. (2020).
Online education for undergraduate health professional education during the COVID-19
Pandemic: Attitudes, barriers, and ethical issues. Research Square.

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), S27.

Pandit, D., & Agrawal, S. (2021). Exploring challenges of online education in COVID
times. FIIB Business Review, 2319714520986254.

Peimani, N., & Kamalipour, H. (2021). Online education and the COVID-19 outbreak: A case
study of online teaching during lockdown. Education Sciences, 11(2), 72.

21
Radha, R., Mahalakshmi, K., Kumar, V. S., & Saravanakumar, A. R. (2020). E-Learning during
lockdown of Covid-19 pandemic: A global perspective. International journal of control and
automation, 13(4), 1088-1099.

Ricci, M. C. (2021). Mindsets in the classroom: Building a culture of success and student
achievement in schools. Routledge.

Schacter, D. L., & Szpunar, K. K. (2015). Enhancing attention and memory during video-
recorded lectures. Scholarship of Teaching and Learning in Psychology, 1(1), 60.

Sutarto, S., Sari, D. P., & Fathurrochman, I. (2020). Teacher strategies in online learning to
increase students’ interest in learning during COVID-19 pandemic. Jurnal Konseling dan
Pendidikan, 8(3), 129-137.

Teymori, A. N., & Fardin, M. A. (2020). COVID-19 and educational challenges: A review of
the benefits of online education. Annals of Military and Health Sciences Research, 18(3).

Vo, H. M., Zhu, C., & Diep, N. A. (2017). The effect of blended learning on student
performance at course-level in higher education: A meta-analysis. Studies in Educational
Evaluation, 53, 17-28.

Yang, F., & Li, F. W. (2018). Study on student performance estimation, student progress
analysis, and student potential prediction based on data mining. Computers & Education, 123,
97-108.

Žukauskas, P., Vveinhardt, J., & Andriukaitienė, R. (2018). Philosophy and paradigm of
scientific research. Management culture and corporate social responsibility, 121.

22