Page 424 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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ija Zlatić, Jelena Stamatović, and Mirjana Stakić
Bork-Hüffer, T., V. Kulcar, F. Brielmair, A. Markl, D. M. Immer, B. Juen, M. H. Wal-
ter, and K. Kaufmann. 2021. ‘University Students’ Perception, Evaluation,
and Spaces of Distance Learning during the COVID-19 Pandemic in Austria:
What Can We Learn for Post-Pandemic Educational Futures?’ Sustainability
13 (14): 2–25.
Broadbent, J., and L. W. Poon. 2015. ‘Self-Regulated Learning Strategies & Aca-
demic Achievement in Online Higher Education Learning Environments:
A Systematic Review.’ Internet and Higher Education 27:1–13.
Carrillo, C., and M. A. Flores. 2020. ‘COVID-19 and Teacher Education: A Litera-
ture Review of Online Teaching and Learning Practices.’ European Journal
of Teacher Education 43 (4): 466–487.
Cicha, K., M. Rizun, P. Rutecka, and A. Strzelecki. 2021. ‘COVID-19 and Higher Ed-
ucation: First-Year Students’ Expectations toward Distance Learning.’ Sus-
tainability 13 (4): 1889. https://doi.org/10.3390/su13041889.
Cohen, L., L. Manion, and K. Morrison. 2007. Research Methods in Education. 6th
ed. New York: Routledge.
Crawford-Ferre, G. H., and R. L. Wiest. 2012. ‘Effective Online Instruction in
Higher Education.’ The Quarterly Review of Distance Education 13 (1): 11–14.
De Boer, H. 2021. ‘COVID-19 in Dutch Higher Education.’ Studies in Higher Educa-
tion 46 (1): 96–106.
Ðorić, B. 2021. ‘Nastava u uslovima pandemije: klasifikacija uticajnih faktora na
kvalitet e-nastave I percepcija zadovoljstva.’ In Nauka, nastava, učenje u iz-
menjenom društvenom kontekstu, edited by S. Marinković, 245–262. Užice:
Pedagoški fakultet.
Edmunds, A. J., D. Gicheva, B. Thrift, and M. Hull. 2021. ‘High Tech, High Touch:
The Impact of an Online Course Intervention on Academic Performance
and Persistence in Higher Education.’ The Internet and Higher Education
49:100790. https://doi.org/10.1016/j.iheduc.2020.100790.
Fish, W. W., and E. L. Wickersham. 2009. ‘Best Practices for Online Instructors –
Reminders.’ The Quarterly Review of Distance Education 10 (3): 279–284.
Gomez Recio, S., and C. Colella. 2020. The World of Higher Education after Covid-
19: How Covid-19 Has Affected Young Universities. Brussels: YERUN.
Han, H., and S. D. Johnson. 2012. ‘Relationship between Students’ Emotional
Intelligence, Social Bond, and Interactions in Online Learning.’ Educational
Technology & Society 15 (1): 78–89.
Horzum, M. B. 2015. ‘Online Learning Students’ Perceptions of the Community
of Inquiry Based on Learning Outcomes and Demographic Varaibles.’ Croa-
tian Journal of Education 17 (2): 535–567.
Iglesias-Pradas, S., A. Hernandez-García, J. Chaparro-Pelaez, and J. Luis Prieto.
2021. ‘Emergency Remote Teaching and Students’ Academic Performance
in Higher Education during the COVID-19 Pandemic.’ Computers in Human
Behavior 119:106713. https://doi.org/10.1016/j.chb.2021.106713.
424
Bork-Hüffer, T., V. Kulcar, F. Brielmair, A. Markl, D. M. Immer, B. Juen, M. H. Wal-
ter, and K. Kaufmann. 2021. ‘University Students’ Perception, Evaluation,
and Spaces of Distance Learning during the COVID-19 Pandemic in Austria:
What Can We Learn for Post-Pandemic Educational Futures?’ Sustainability
13 (14): 2–25.
Broadbent, J., and L. W. Poon. 2015. ‘Self-Regulated Learning Strategies & Aca-
demic Achievement in Online Higher Education Learning Environments:
A Systematic Review.’ Internet and Higher Education 27:1–13.
Carrillo, C., and M. A. Flores. 2020. ‘COVID-19 and Teacher Education: A Litera-
ture Review of Online Teaching and Learning Practices.’ European Journal
of Teacher Education 43 (4): 466–487.
Cicha, K., M. Rizun, P. Rutecka, and A. Strzelecki. 2021. ‘COVID-19 and Higher Ed-
ucation: First-Year Students’ Expectations toward Distance Learning.’ Sus-
tainability 13 (4): 1889. https://doi.org/10.3390/su13041889.
Cohen, L., L. Manion, and K. Morrison. 2007. Research Methods in Education. 6th
ed. New York: Routledge.
Crawford-Ferre, G. H., and R. L. Wiest. 2012. ‘Effective Online Instruction in
Higher Education.’ The Quarterly Review of Distance Education 13 (1): 11–14.
De Boer, H. 2021. ‘COVID-19 in Dutch Higher Education.’ Studies in Higher Educa-
tion 46 (1): 96–106.
Ðorić, B. 2021. ‘Nastava u uslovima pandemije: klasifikacija uticajnih faktora na
kvalitet e-nastave I percepcija zadovoljstva.’ In Nauka, nastava, učenje u iz-
menjenom društvenom kontekstu, edited by S. Marinković, 245–262. Užice:
Pedagoški fakultet.
Edmunds, A. J., D. Gicheva, B. Thrift, and M. Hull. 2021. ‘High Tech, High Touch:
The Impact of an Online Course Intervention on Academic Performance
and Persistence in Higher Education.’ The Internet and Higher Education
49:100790. https://doi.org/10.1016/j.iheduc.2020.100790.
Fish, W. W., and E. L. Wickersham. 2009. ‘Best Practices for Online Instructors –
Reminders.’ The Quarterly Review of Distance Education 10 (3): 279–284.
Gomez Recio, S., and C. Colella. 2020. The World of Higher Education after Covid-
19: How Covid-19 Has Affected Young Universities. Brussels: YERUN.
Han, H., and S. D. Johnson. 2012. ‘Relationship between Students’ Emotional
Intelligence, Social Bond, and Interactions in Online Learning.’ Educational
Technology & Society 15 (1): 78–89.
Horzum, M. B. 2015. ‘Online Learning Students’ Perceptions of the Community
of Inquiry Based on Learning Outcomes and Demographic Varaibles.’ Croa-
tian Journal of Education 17 (2): 535–567.
Iglesias-Pradas, S., A. Hernandez-García, J. Chaparro-Pelaez, and J. Luis Prieto.
2021. ‘Emergency Remote Teaching and Students’ Academic Performance
in Higher Education during the COVID-19 Pandemic.’ Computers in Human
Behavior 119:106713. https://doi.org/10.1016/j.chb.2021.106713.
424
