Virtual education during COVID-19 in higher education: A systematic review

Fatima del Socorro Torres-Caceres; Juan Méndez-Vergaray; Edith Gissela Rivera-Arellano; Mildred Jénica Ledesma-Cuadros; Yolanda Josefina Huayta-Franco; Edward Flores

doi:10.18543/tjhe.2217

Fatima del Socorro Torres-Caceres César Vallejo University, Peru https://orcid.org/0000-0001-5505-7715
Juan Méndez-Vergaray César Vallejo University, Peru https://orcid.org/0000-0001-7286-0534
Edith Gissela Rivera-Arellano César Vallejo University, Peru https://orcid.org/0000-0002-3712-5363
Mildred Jénica Ledesma-Cuadros César Vallejo University, Peru https://orcid.org/0000-0001-6366-8778
Yolanda Josefina Huayta-Franco César Vallejo University, Peru https://orcid.org/0000-0003-0194-8891
Edward Flores National University Federico Villarreal, Peru https://orcid.org/0000-0001-8972-5494

Keywords: online learning, distance learning, distance education, teaching digital competence, technological tools

Abstract

The objective of the present systematic review aimed to analyze studies linked to online teaching-learning, digital competence tutoring, and technological tools in virtual education during COVID-19 in higher education. The suggested methodology by the PRISMA declaration was pursued; the information search was conducted in Scopus, EBSCO, Springer Open, ProQuest, and One File. The target period ranged from May 10, 2021, to July 4, 2021; the identification, screening, eligibility, and inclusion for its progress were performed. The search produced a total of 230 studies, with 45 remaining. The inclusion criteria included original peer-reviewed research articles and qualitative and quantitative studies in higher education, comprising teachers and students addressing the study objective. In contrast, the exclusion criteria covered bibliographic reviews with procedural deficiencies, studies not exposed to a peer review process, and those not depicting a relationship with parts of the study. The results reveal that online teaching-learning, digital competence tutoring, and technological tools have been affirmative features expected to persist in higher virtual education engendered by the COVID-19 pandemic.

Received: 5 October 2021
Accepted: 22 April 2022

Downloads

Download data is not yet available.

Author Biographies

Fatima del Socorro Torres-Caceres, César Vallejo University, Peru

Professor at the Graduate School of the César Vallejo University of Lima, Peru in various curricular experiences and especially in Design and Development of the Research Project of the academic programs of Education and Public Management. She obtained her Doctorate in Education and Master in Educational Sciences at the Enrique Guzmán y Valle National University (Lima-Peru); She has a master’s degree in Public Management from the César Vallejo University; She has a degree in Primary Education and a Bachelor of Administrative Sciences from the Inca Garcilaso de la Vega Private University. At a higher level, she has experience as a teacher, advisor and thesis jury at the War School of the Peruvian Air Force and the FAP Training and Improvement School; as an undergraduate teacher at the Señor de Sipán University and Telesup; experience at the teaching level in Institutes, CETPRO and in students of the primary level of basic education; experience as an external evaluator in the institutional accreditation process; she has conducted Research in the fields of Education and Public Management.

Juan Méndez-Vergaray, César Vallejo University, Peru

Professor at the Universidad César Vallejo Lima-Peru, at the Graduate School in the Doctorate program. He works in the research area, develops topics of educational inclusion, management and governance, education. He obtained a bachelor’s degree from the Universidad Nacional Mayor De San Marcos in 1988 and a specialist degree in Hearing, Language and Learning from the Pontificia Universidad Católica del Perú in 2011. He obtained a Master’s degree in Educational Psychology from Universidad César Vallejo (UCV) at the year 2012 and the degree of Doctor in Psychology at the César Vallejo University in 2015. He worked as a research assistant at the National Institute of Educational Research INIDE-PERÚ (1974-1975), began his work in basic education in 1978, He was a teacher and research coordinator at the “Jesús el Maestro” Higher Pedagogical Institute from 2002 to 2008, a university professor since 2014 at the César Vallejo University. He currently has more than 20 scientific articles published.

Edith Gissela Rivera-Arellano, César Vallejo University, Peru

Professor at the César Vallejo University, Lima-Peru in the Graduate School of the Master’s and Doctorate programs. She works in the research area, addressing issues of educational inclusion, administrative and pedagogical management. He obtained his bachelor’s degree from the José Faustino Sánchez Carrión National University (UNSACA) in 2003. Later he was awarded a Master’s Degree in Education Administration from the César Vallejo University (UCV) in 2012, a second specialty in Education Inclusive in 2013 and the Degree of Doctor of Education at the Feminine University of the Sacred Heart (UNIFE) in 2019. She began her work as a basic education teacher in 2010 in the care of students with disabilities and as a university teacher in 2013 at the César Vallejo University. From 2015 to 2019 she was a professor at Norbert Wiener University in Graduate School. Currently she has published several scientific articles in the educational area in high impact magazines.

Mildred Jénica Ledesma-Cuadros, César Vallejo University, Peru

Currently exercises her professional activities as a professor at the Graduate School of the César Vallejo University (Lima -Peru) where she teaches in the Master’s and Doctorate programs and as a teacher at the Fe y Alegría 4 Educational Institution (Lima-Peru). She obtained her bachelor’s degree in Primary Education from the Federico Villarreal National University (UNFV), a Master’s degree in Education with a mention in Teaching and Educational Management from the César Vallejo University (UCV) and a PhD in Education Administration from the César Vallejo University (UCV) in 2013. She began her work activities in Regular Basic Education in 1999 and in Higher Education in 2014. She is a CONCYTEC Researcher, with Renacyt code: P0073520, as of 2020 and a member of the Professional College of Teachers from Peru with Registration Number: 0901248099 as of 2016. She made several scientific publications in high impact indexed journals, mainly in the educational field.

Yolanda Josefina Huayta-Franco, César Vallejo University, Peru

Research professor at the César Vallejo University (UCV) Lima-Peru, in the Postgraduate Unit of the Master’s and Doctorate programs. He began his higher studies at the Inca Garcilaso De la Vega University (UIGV) Lima-Peru, at the Faculty of Education, specializing in Historical, Social and Philosophical Sciences, after obtaining a degree in 1994, he moved to the César Vallejo University (UCV), to continue his postgraduate studies, obtaining a Master’s Degree in Education with a specialization in “Teaching and Educational Management”, in 2012 and a Doctorate in Education Degree in 2014. In addition, it has Diplomas in “Training of Specialists in Virtual Learning Environments” (UCV) in 2021, “Tutoring in Virtual Learning Environments” (UCV) in 2019, “Statistics Applied to Scientific Research” in the San Martín de Porras University (USMP) in 2019, “Postgraduate Research Didactics” (UCV) in 2018. Visiting professor at the Mariana University (UM) Pasto-Colombia, in the Master’s in Pedagogy Unit, in the year 2021. It is Affiliated with the César Vallejo University (UCV) from 2014 to the present, with extensive experience in the chair on research and teaching of specialty curricular experiences in educational sciences, in undergraduate and graduate units, in programs both in education, as in public management; She provides advice for the preparation of undergraduate, master’s and doctoral theses. Being the main fields of investigation the sciences of the education, pedagogy and social sciences; she with several scientific publications in high impact indexed journals, available at https://n9.cl/08d8a.

Edward Flores, National University Federico Villarreal, Peru

PhD in Systems Engineering, Master in Administration, Systems Engineer and Bachelor of Education, Head of the Research, Innovation and Entrepreneurship Unit, Coordinator of the research module of the Acacia International Network, head of the Group of Research Innovation, Infrastructure and Intelligent Systems, Director of the Professional School of Computer Engineering, Head of the Postgraduate Unit and Information Security Officer at the National University Federico Villarreal, member of the Peruvian Institute for Advanced Engineering Research, Renacyt Researcher by Concytec in Peru, has publications of articles and book chapters in Scopus, WoS, among others, peer reviewer of high impact journals, undergraduate and graduate teachers in various universities. Previously he has been past-dean and project manager in Information Technology at a national and international level, he has international certifications such as Project Management Professional PMP®, Scrum Master Certified SMC™, Scrum Fundamentals Certified SFC™, IT Service Management ITIL4®, Kanban KIKF™.

References

Abreu, José Luis. “Tiempos de Coronavirus: La Educación en Línea como Respuesta a la Crisis,” Daena: International Journal of Good Conscience, 15(1) (2020): 1–15.

Acevedo-Duque, Á., Argüello, A. J., Pineda, B. G., and Turcios, P. W. “Teacher competences in online education in time of COVID-19: Public Universities of Honduras,” Revista de Ciencias Sociales, 26 (2020):206–224, https://repositorio.uautonoma.cl/handle/20.500.12728/7898.

Alamer, Ali, and Fawaz Alharbi. “Synchronous distance teaching of radiology clerkship promotes medical students’ learning and engagement,” Insights into Imaging, 12(1) (2021):1–11, https://doi.org/10.1186/s13244-021-00984-w.

Albó, Laia, Marc Beardsley, Judit Martínez-Moreno, Patricia Santos, and Davinia Hernández-Leo. “Emergency remote teaching: Capturing teacher experiences in Spain with selfie’’, Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), Vol. 12315 LNCS (2020), https://doi.org/10.1007/978-3-030-57717-9_23.

Amaya, Arturo, Daniel Cantú, and José Marreros. “Análisis de las competencias didácticas virtuales en la impartición de clases universitarias en línea, durante contingencia del COVID-19”, Revista de Educación a Distancia, 21(5) (2021):1– 20, https://doi.org/10.6018/red.426371.

Amir, Lisa R., Ira Tanti, Diah Ayu Maharani, Yuniardini Septorini Wimardhani, Vera Julia, Benso Sulijaya, and Ria Puspitawati. “Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia,’’ Medical Education, 20(1) (2020):2–8. https://doi.org/10.1186/s12909-020-02312-0.

Anita - Lie, Siti Mina Tamah, Imelda - Gozali, Katarina Retno Triwidayati, Tresiana Sari Diah Utami, and Fransiskus – Jemadi. “Secondary School Language Teachers’ Online Learning Engagement During The COVID-19 Pandemic in Indonesia,’’ Journal of Information Technology Education: Research, 19 (2020):803–832, https://doi.org/10.28945/4626.

Arántzazu de las Morenas, Martín. “Percepciones de alumnos y docentes de 5° y 6° de educación primaria sobre la modalidad de educación a distancia implantada temporalmente en España por COVID-19”, Enseñanza & Teaching, 38(2) (2020): 157–175, https://doi.org/10.14201/et2020382157175.

Ashry, Ahmed Hamdy, Hussein Mohammed Soffar, and Mohamed Fathalla Alsawy. “Neurosurgical education during COVID-19: challenges and lessons learned in Egypt,’’ Egyptian Journal of Neurology, Psychiatry and Neurosurgery, 56(1) (2020):110, https://doi.org/10.1186/s41983-020-00242-8.

Bamrara, Atul. “Examining the status of ICT usage in teaching–learning process,’’ International Journal for Environmental Rehabilitation and Conservation, 10(1) (2019):59–63. https://www.doi.org/10.31786/09756272.19.10.1.108.

Cabero-Almenara, Julio, and Carmen Llorente-Cejudo. “Covid-19: transformación radical de la digitalización en las instituciones universitarias,’’ Campus Virtuales, 9(2) (2020): 26, http://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/713.

Crisol-Moya, Emilio, Liliana Herrera-Nieves, and Rosana Montes-Soldado. “Educación virtual para todos: una revisión sistemática.” Education in the Knowledge Society, (21) (2020):1–13, https://doi.org/10.14201/eks.20327.

Drake, Anne E., Jonathan Hy, Gordon A. MacDougall, Brendan Holmes, Lauren Icken, Jon W. Schrock, and Robert A. Jones. “Innovations with tele-ultrasound in education sonography: the use of tele-ultrasound to train novice scanners,’’ The Ultrasound Journal, 13(1) (2021):6, https://doi.org/10.1186/s13089-021-00210-0.

Dutta, Siddhartha, Sneha Ambwani, Hina Lal, Kishna Ram, Govind Mishra, Tarun Kumar, and Shoban Babu Varthya. “The satisfaction level of undergraduate medical and nursing students regarding distant preclinical and clinical teaching amidst COVID-19 across India,’’ Advances in Medical Education and Practice, 12 (2021):113–122, https://doi.org/10.2147/AMEP.S290142.

E. V., Fathima, and Savitha, E. “Gendered Inequalities of Access: Online Classes in the Times of the Pandemic” Journal of Comparative Literature and Aesthetics, 44(1) (2020):68–78, https://link.gale.com/apps/doc/A655258324/AONE?u=univalle&sid=AONE&xid=6bd15512.

Fernandez CSP, Green MA, Noble CC, Brandert K, Donnald K, Walker MR, Henry E, Rosenberg A, Dave G, and Corbie-Smith G. “Training ‘Pivots’ from the Pandemic: Lessons Learned Transitioning from In-Person to Virtual Synchronous Training in the Clinical Scholars Leadership Program,’’ Journal of Healthcare Leadership, 13 (2020):63–75, https://doi.org/10.2147/jhl.s282881.

Fernández-Regueira, Uxia, Adriana Gewerc, and Martín Llamas-Nistal, “El profesorado universitario de Galicia y la enseñanza remota de emergencia: condiciones y contradicciones”, Campus Virtuales, 9(2) (2020): 9–24. http://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/731.

Ferri, Fernando, Patrizia Grifoni, and Tiziana Guzzo. “Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations,’’ Societies, 10(86) (2020):2–18. https://doi.org/10.3390/soc10040086.

Foon Hew, Khe, Chengyuan Jia, Donn Emmanuel Gonda, and Shurui Bai. “Transitioning to the “new normal” of learning in unpredictable times: pedagogical practices and learning performance in fully online flipped classrooms,’’ International Journal of Educational Technology in Higher Education, 17(1) (2020):57. https://doi.org/10.1186/s41239-020-00234-x.

García-de-paz, Sergio, and Pablo Joel Santana Bonilla. “La transición a entornos de educación virtual en un contexto de emergencia sanitaria: estudio de caso de un equipo docente en Formación Profesional Básica”, Revista de Educación a Distancia, 21(9) (2021):1–25, https://revistas.um.es/red/article/view/450791.

Hernández-Sampieri, Roberto, and Cristina Paulina Mendoza. “Metodología de la Investigación. Las rutas Cuantitativa Cualitativa y Mixta. In Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta”, (2019), https://virtual.cuautitlan.unam.mx/rudics/?p=2612.

Hortigüela-Alcalá, David, Ángel Pérez-Pueyo, Mercedes López-Aguado, and Jesús Manso-Ayuso. “Familias y Docentes: Garantes del Aprendizaje durante el Confinamiento”, “Revista Internacional de Educación Para La Justicia Social”, 9(3) (2020):353–370, https://doi.org/10.15366/RIEJS2020.9.3.019.

Hortigüela-Alcalá, David, Ángel Pérez-Pueyo, Mercedes López-Aguado, Jesús Manso-Ayuso, and Javier Fernández-Río. “Familias y Docentes: Garantes del Aprendizaje durante el Confinamiento”, Revista Internacional de Educación Para La Justicia Social, 9(3) (2020):353–370, https://doi.org/10.15366/RIEJS2020.9.3.019.

Hossain, Mozaffor. “English Language Teaching through Virtual Classroom during COVID-19 Lockdown in Bangladesh: Challenges and Propositions,’’ Journal of English Education and Teaching (JEET), 5(1) (2021):41–60, https://ejournal.unib.ac.id/index.php/JEET/article/view/13724.

Kara, Nurten, Begum Çubukçuoğlu, and Alev Elçi. “Using social media to support teaching and learning in higher education: an analysis of personal narratives,’’ Association for Learning Technology, 28 (2020). https://doi.org/10.25304/rlt.v28.2410.

König, Johannes, Daniela J. Jäger-Biela, and Nina Glutsch. “Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany,’’ European Journal of Teacher Education, 43(4) (2020):608–622, https://doi.org/10.1080/02619768.2020.1809650.

Kumar Mohapatra, Amiya. “Impact of COVID-19 on Higher Education,’’ Journal of Management & Public Policy, 11(2) (2020): 4–6, http://search.ebscohost.com/login.aspx?direct=true&db=bth&AN=144532553&lang=es&site=eds-live.

Liesa-Orús, Marta, Cecilia Latorre-Cosculluela, Sandra Vázquez-Toledo, and Verónica Sierra-Sánchez. “The technological challenge facing higher education professors: Perceptions of ICT tools for developing 21st century skills,’’ Sustainability (Switzerland), 12(13) (2020):1–14, https://doi.org/10.3390/su12135339.

López, Aída, Daniel Burgos, John W. Branch, and Camilo Younes-Velosa. “Un nuevo paradigma en la enseñanza universitaria basado en competencias digitales para profesores,’’ Campus Virtuales, 9(2) (2020):71–82, http://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/737.

Martínez-Garcés, José, and Jacqueline Garcés-Fuenmayor. “Competencias digitales docentes y el reto de la educación virtual derivado de la COVID-19,” Educación y Humanismo,” 22(39) J. (2020): 1–16, https://doi.org/10.17081/eduhum.22.39.4114.

Molise, Habasisa, and Bekithemba Dube. “Emergency online teaching in economic and management sciences necessitated by the COVID -19 pandemic: The need for healthy relations in a rural schooling context,” International Journal of Learning, Teaching and Educational Research, 19(6) (2020):387–400, https://doi.org/10.26803/IJLTER.19.6.23.

Montenegro, Sofía, Esther Raya, and Fermín Navaridas. “Percepciones Docentes sobre los Efectos de la Brecha Digital en la Educación Básica durante el COVID-19,” Revista Internacional de Educacion Para La Justicia Social, 9(3) (2020):317–333, https://doi.org/10.15366/RIEJS2020.9.3.017.

Naidoo, Jayaluxmi. “Postgraduate mathematics education students’ experiences of using digital platforms for learning within the COVID-19 pandemic era,” Pythagoras, 41(1) (2020):1–11, https://doi.org/10.4102/PYTHAGORAS.V41I1.568.

Noor, Shaista, Filzah Md. Isa, and Faizan Farid Mazhar. “Online Teaching Practices During the COVID-19 Pandemic,” Educational Process: International Journal, 9(3) (2020):169–184, https://doi.org/10.22521/edupij.2020.93.4.

Nuere, Silvia, and Laura De Miguel. “The Digital/Technological Connection with COVID-19: An Unprecedented Challenge in University Teaching,” Technology, Knowledge and Learning, (2020), https://doi.org/10.1007/s10758-020-09454-6.

Olofsson, A. D., G. Fransson, and J.O Lindberg. “A study of the use of digital technology and its conditions with a view to understanding what ‘adequate digital competence’ may mean in a national policy initiative.” Educational Studies,” 46(6) (2020):727–743, https://doi.org/10.1080/03055698.2019.1651694.

Ożadowicz, Andrzej. “Modified blended learning in engineering higher education during the COVID-19 lockdown-building automation courses case study,” Education Sciences, 10(10) (2020):1–20, https://doi.org/10.3390/educsci10100292.

Palau, Ramon, Jordi Mogas, and María José Ucar. “¿Cómo han gestionado los conservatorios de música españoles los procesos de enseñanza-aprendizaje durante el confinamiento del COVID-19?,” Revista Electronica de LEEME, 46 (2020):108–124, https://doi.org/10.7203/LEEME.46.18110.

Parra-Bernal, Lina Rosa, María Inés Menjura-Escobar, Luz Estela Pulgarín-Puerta, and Mónica María Gutiérrez. “Las prácticas pedagógicas. Una oportunidad para innovar en educación,” Revista Latinoamericana de Estudios Educativos, 17(1) (2021): 70–94, https://doi.org/10.17151/rlee.2021.17.1.5.

Pérez-Jorge, David, María del Carmen Rodríguez-Jiménez, Josué Gutiérrez-Barroso, and Fátima Castro-León. “Training in Digital Skills in Early Childhood Education Teachers: The Case of the University of La Laguna,” International Journal of Interactive Mobile Technologies, 14(20) (2020):35–49, https://doi.org/10.3991/IJIM.V14I20.17339.

Portillo, Javier, Urtza Garay, Eneko Tejada, and Naiara Bilbao. “Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross- Analysis of Different Educational Stages,” Sustainability, 12(23) (2020):1–13, https://doi.org/10.3390/su122310128.

Pozo-Rico, Teresa, Raquel Gilar-Corbí, Andrea Izquierdo, and Juan-Luis Castejón. “Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study,” Environmental Research and Public Health, 17(22) (2020):1–22, https://doi.org/10.3390/ijerph17228633.

Ramírez-Montoya, María S. “Transformación digital e innovación educativa en Latinoamérica en el marco del COVID-19.” Campus Virtuales, 9(2) (2020): 123–139, http://uajournals.com/ojs/index.php/campusvirtuales/article/view/744.

Reynosa, Enaidy, Edith Rivera, Darien Rodríguez, and Rosa Bravo. “Adaptación docente educativa en el contexto COVID-19: Una revisión sistemática,” Revista Conrado, 16(77) (2020): 141–149. https://conrado.ucf.edu.cu/index.php/conrado/article/view/1580.

Robles Moral, Francisco Javier, and Manuel Fernández Díaz. “Future Primary School Teachers’ Digital Competence in Teaching Science through the Use of Social Media,” Sustainability, 13(5) (2021):1–13, https://doi.org/10.3390/su13052816.

Ruiz-Ramirez, Jessica A., Dayannis Tamayo-Preval, and Hugo Montiel-Cabello. “Competências digitais de professores na modalidade de aulas online: Estudo de caso no contexto da crise sanitária,” Texto Livre, 13(3) (2020):47–62, https://doi.org/10.35699/1983-3652.2020.25592.

Sales, Dora, Aurora Cuevas-Cerveró, and José-Antonio Gómez-Hernández. “Perspectives on the information and digital competence of social sciences students and faculty before and during lockdown due to COVID -19,” Profesional de La Informacion, 29(4) (2020):1–20, https://doi.org/10.3145/epi.2020.jul.23.

Sangeeta, and Urvashi Tandon. “Factors influencing adoption of online teaching by school teachers: A study during COVID-19 pandemic,” Journal of Public Affairs, (2020):1–11, https://doi.org/10.1002/pa.2503.

Schina, Despoina, Vanessa Esteve-González, Mireia Usart,José-Luis Lázaro- Cantabrana, and Mercè Gisbert. “The integration of sustainable development goals in educational robotics: A teacher education experience2, Sustainability, 12(23) (2020):1–15, https://doi.org/10.3390/su122310085.

Sepasgozar, Samad M.E. “Digital twin and web-based virtual gaming technologies for online education: A case of construction management and engineering,” Applied Sciences (Switzerland), 10(13) (2020):1–32, https://doi.org/10.3390/app10134678.

Tamayo, M., “El proceso de la investigación científica,” (2003), https://doi.org/10.1007/s13398-014-0173-7.2.

Tejedor, Santiago, Laura Cervi, Fernanda Tusa, and Alberto Parola. “Education in times of pandemic: reflections of students and teachers on virtual university education in Spain, Italy, and Ecuador,” Revista Latina de Comunicacion Social, 78 (2020):1–21, https://doi.org/10.4185/RLCS-2020-1466.

Torres Martín, César, Christian Acal, Mohammed El Homrani, and Ángel Custodio Mingorance Estrada. “Impact on the Virtual Learning Environment Due to COVID-19,” Sustainability, 13(2) (2021):1–16. https://doi.org/10.3390/su13020582.

Urrutia, G., and Bonfill, X., PRISMA_Spanish.pdf. Medicina Clínica, 135(11) (2010):507–511.

Venera Tartavulea, Cristina, Catalin Nicolae Albu, Nadia Albu, Ramona Iulia Dieaconescu, and Silvia Petre. “ONLINE TEACHING PRACTICES AND THE EFFECTIVENESS OF THE EDUCATIONAL PROCESS IN THE WAKE OF THE COVID-19 PANDEMIC,” Amfiteatru Economic, 22(55) (2020):920–936, https://doi.org/10.24818/EA/2020/55/920.

Verawardina, Unung, Lise Asnur, Arina Luthfini Lubis, Yeka Hendriyani, Dochi Ramadhani, Ika Parma Dewi, Resmi Darni, Tigus Juni Betri, Wilda Susanti, and Titi Sriwahyuni. “Reviewing online learning facing the COVID-19 outbreak,” Journal of Talent Development and Excellence, 12(3) (2020):385–392, https://www.iratde.com/index.php/jtde/article/view/281.

Yan, Ning, and Andre DL Batako. “Online Teaching: A Relational Study of Perception and Satisfaction,” International Journal of TESOL Studies, 2(4) (2020):128–145, https://doi.org/10.46451//ijts.2020.12.12.

Zacarias, José D., and Gladys D. Salgado. “Estudio de la preparación del profesorado en México ante la pandemia del COVID-19 en la transición de enseñanza presencial a virtual o en línea,” Revista Paradigma, XLI(2) (2020):795–819, https://doi.org/10.37618/paradigma.1011-2251.0.p795-819.id925.

Zambrano Vacaela, Luis Leonardo. “Uso de la Tecnología de la Información y Comunicación en educación virtual y su correlación con la Inteligencia Emocional de docentes en el Ecuador en contexto COVID-19,” Revista Ibérica de Sistemas e Tecnologías de Información, 40(12) (2020):31–44, https://doi.org/10.17013/risti.40.31-44.

Zhang, Chun. “From Face-to-Face to Screen-to-Screen: CFL Teachers’ Beliefs about Digital Teaching Competence during the Pandemic,” International Journal of Chinese Language Teaching, 1(1) (2020):35–52, https://doi.org/10.46451/ijclt.2020.06.03.

Zurita, Carlos, Ana Sifuentes, Aníbal Zaldìvar, and Rocío Valle. “Análisis crítico de ambientes virtuales de aprendizaje. Utopia y Praxis Latinoamericana,” Revista Internacional de Filosofía y Teoría Social, 25(Extra11) (2020): 33–47, https://doi.org/10.5281/zenodo.4278319.