Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16. https://doi.org/10.5539/hes.v10n3p16

Allen, D., & Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE—Life Sciences Education, 5(3), 197–203. https://doi.org/10.1187/cbe.06-06-0168

Althaus, M. (2021). Student-Parenting during a global pandemic: A phenomenological exploration of the  impact of COVID-19 on the experience of community college student-parents (Thesis). Minnesota State University, Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/1111

Andrews, T., & Green, K. (2021). pandemic-inspired insights: What college instructors learned from teaching when COVID-19 began. Journal of College Science Teaching, 51(1), 42–48.

Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/journal.509.2020.73.285.292

Blankstein, M., Frederick, J., & Wolff-Eisenberg, C. (2020). Student experiences during the pandemic pivot (pp. 1–25). Lumina Foundation. Retrieved from Lumina Foundation website: https://www.luminafoundation.org/wp-content/uploads/2020/07/sr-report-student-experiences-during-the-pandemic-pivot.pdf

Bong, J. Y. (2020). Qualitative Exploration of Designing Online Reciprocal Teaching for Scaffolding Metacognitive Strategy Use for College Students (Dissertations). Florida State University.

Browning, M. H. E. M., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., Mullenbach, L., … Alvarez, H. O. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PLOS ONE, 16(1), 1–27. https://doi.org/10.1371/journal.pone.0245327

Buck, G. A., & Trauth-Nare, A. E. (2009). Preparing teachers to make the formative assessment process integral to science teaching and learning. Journal of Science Teacher Education, 20(5), 475–494. https://doi.org/10.1007/s10972-009-9142-y

Campus Labs, Inc. (2020). About IDEA. Retrieved from Course Evaluation Help Center website: https://courseevaluationsupport.campuslabs.com/hc/en-us/articles/360038347493-About-IDEA

Chen, L. T., & Liu, L. (2021). A combination of robust course design, timely feedback, and flexibility for dealing with emergency situations. Society for Information Technology & Teacher Education International Conference Proceedings, 120–126. Association for the Advancement of Computing in Education. Retrieved from https://www.learntechlib.org/primary/p/219351/

Chirikov, I., Soria, K. M., Horgos, B., & Jones-White, D. (2020). Undergraduate and graduate students’ mental health during the COVID-19 pandemic. In Student Experience in the Research University (SERU) Consortium Reports (pp. 1–10). University of California-Berkeley and University of Minnesota. Retrieved from University of California-Berkeley and University of Minnesota website: https://escholarship.org/uc/item/80k5d5hw

Connolly, A., & Mutchler, L. (2021). A course plan for principles of IS programming to withstand COVID-19. Communications of the Association for Information Systems, 48, 1–6. https://doi.org/10.17705/1cais.04801

Daniel, J. (2017). Making sense of flexibility as a defining element of online learning. Proceedings of the World Conference on Online Learning. Presented at the World Conference on Online Learning: Teaching in the Digital Age, Toronto, Canada. Retrieved from https://teachonline.ca/sites/default/files/tools-trends/downloads/makingsenseofflexibility.pdf

Daymont, T., Blau, G., & Campbell, D. (2011). Deciding between traditional and online formats: Exploring the role of learning advantages, flexibility, and compensatory adaptation. Journal of Behavioral and Applied Management, 12(1), 156–175.

Dustman, W. A., King-Keller, S., & Marquez, R. J. (2021). Development of gamified, interactive, low-cost, flexible virtual microbiology labs that promote higher-order thinking during pandemic instruction. Journal of Microbiology & Biology Education, 22(1). https://doi.org/10.1128/jmbe.v22i1.2439

Galperin, H., Bar, F., Kim, A. M., Le, T. V., & Daum, K. (2020). COVID-19 and the distance learning gap. In Connected Cities and Inclusive Growth (pp. 1–5). USC Annenberg, Annenberg Research Network on International Communication. Retrieved from USC Annenberg, Annenberg Research Network on International Communication website: www.arnicusc.org

Gonzalez, D., Karpman, M., Kenney, G. M., & Zuckerman, S. (2020). Hispanic adults in families with noncitizens disproportionately feel the economic fallout from COVID-19 (pp. 1–10). Urban Institute Health Policy Center.

Gonzalez-Frey, S., Garas-York, K., Kindzierski, C., & Henry, J. (2021). College students’ attitudes towards remote instruction during the coronavirus pandemic: Future directions. Excelsior: Leadership in Teaching and Learning, 13(2). https://doi.org/10.14305/jn.19440413.2021.13.2.02

Gregory, K., & Morón-García, S. (2009). Assignment submission, student behaviour and experience. Engineering Education, 4(1), 16–28. https://doi.org/10.11120/ened.2009.04010016

Harper, S. R. (2020). COVID-19 and the racial equity implications of reopening college and university campuses. American Journal of Education, 127. https://doi.org/10.1086/711095

Hassan, S., & Daniel, B. J. (2020). During a pandemic, the digital divide, racism and social class collide: The implications of COVID-19 for black students in high schools. Child & Youth Services, 41(3), 253–255. https://doi.org/10.1080/0145935x.2020.1834956

Herrington, J., & Oliver, R. (2002). Designing for reflection in online courses. Quality Conversations, Proceedings of the 25th HERDSA Annual Conference, 3–13. Higher Education Research and Development Society of Australasia.

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to kirschner, sweller, and clark (2006). Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368

Hogan, K., & Pressley, M. (1998). Scaffolding student learning: Instructional approaches and issues. Cambridge: Brookline Books.

Hoskins, B. (2011). Demand, growth, and evolution. The Journal of Continuing Higher Education, 59(1), 57–60. https://doi.org/10.1080/07377363.2011.546267

Lederer, A. M., Hoban, M. T., Lipson, S. K., Zhou, S., & Eisenberg, D. (2020). More than inconvenienced: The unique needs of U.S. college students during the COVID-19 pandemic. Health Education & Behavior, 48(1), 109019812096937. https://doi.org/10.1177/1090198120969372

Luft, J. A. (1999). Rubrics: Design and use in science teacher education. Journal of Science Teacher Education, 10(2), 107–121. https://doi.org/10.1023/a:1009471931127

Marks, R. B., Sibley, S. D., & Arbaugh, J. B. (2005). A structural equation model of predictors for effective online learning. Journal of Management Education, 29(4), 531–563. https://doi.org/10.1177/1052562904271199

Marquart, M., & Baez, J. C. (2021). Recommitting to trauma-informed teaching principles to support student learning: An example of a transformation in response to the coronavirus pandemic. Journal of Transformative Learning, 8(1), 63–74.

Means, B., Peters, V., Neisler, J., & Griffiths, R. (2020, December 1). STEM courses during the COVID pandemic: Lessons from spring 2020. Retrieved June 28, 2022, from digitalpromise.dspacedirect.org website: http://hdl.handle.net/20.500.12265/109

Moen, P., Pedtke, J. H., & Flood, S. (2020). Disparate disruptions: Intersectional COVID-19 employment effects by age, gender, education, and race/ethnicity. Work, Aging and Retirement, 6(4), 207–228. https://doi.org/10.1093/workar/waaa013

Mollenkopf, D., Gaskill, M., Nelson, R., & Diaz Debose, C. (2020). Navigating a “new normal” during the COVID-19 pandemic: College student perspectives of the shift to remote learning. International Journal of Technologies in Higher Education, 17(2), 67–79. https://doi.org/10.18162/ritpu-2020-v17n2-08

Montgomery, K. (2002). Authentic tasks and rubrics: Going beyond traditional assessments in college teaching. College Teaching, 50(1), 34–40. https://doi.org/10.1080/87567550209595870

Motz, B. A., Quick, J. D., Wernert, J. A., & Miles, T. A. (2021). A Pandemic of Busywork: Increased Online Coursework Following the Transition to Remote Instruction is Associated with Reduced Academic Achievement. Online Learning, 25(1), 70–85. https://doi.org/10.24059/olj.v25i1.2475

Mulhem, A. A., & Almaiah, M. A. (2021). A conceptual model to investigate the role of mobile game applications in education during the COVID-19 pandemic. Electronics, 10(17), 2106. https://doi.org/10.3390/electronics10172106

Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States. Pedagogical Research, 5(4), 1–10. https://doi.org/10.29333/pr/8485

Nerantzi, C. (2020). The use of peer instruction and flipped learning to support flexible blended learning during and after the COVID-19 pandemic. International Journal of Management and Applied Research, 7(2), 184–195. https://doi.org/10.18646/2056.72.20-013

Nickels, K. M., & Uddin, M. (2003). The impact on student learning of resubmission of work and flexible deadlines. Proceedings of the 2003 ASEE Gulf-Southwest Annual Conference, 1–11. Washington: American Society for Engineering Education.

Parks, B. (2020). George Floyd’s death was “murder” and the accused officer “knew what he was doing,” Minneapolis police chief says. Retrieved from CNN website: https://www.cnn.com/2020/06/24/us/minneapolis-police-chief-comment-george-floyd-trnd/index.html

Sætra, H. S. (2021). Using padlet to enable online collaborative mediation and scaffolding in a statistics course. Education Sciences, 11(5), 219. https://doi.org/10.3390/educsci11050219

Sahu, P. (2020). Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4). https://doi.org/10.7759/cureus.7541

Sanders, C. K., & Scanlon, E. (2021). The digital divide is a human rights issue: Advancing social inclusion through social work advocacy. Journal of Human Rights and Social Work, 6, 130–143. https://doi.org/10.1007/s41134-020-00147-9

Santos, G. E., & Rosser, W. (2021). COVID-19 shines a spotlight on the digital divide. Change: The Magazine of Higher Learning, 53(1), 22–25. https://doi.org/10.1080/00091383.2021.1850117

Sathy, V., Nasiri, M., Strauss, C., & Hutson, B. (2020). The CURE for broadening participation in undergraduate research. In T. M. Ober, E. S. Che, J. E. Brodsky, C. Raffaele, & P. J. Brooks (Eds.), How we teach now: The GTSA guide to transformative teaching. Society for the Teaching of psychology. Retrieved from http://teachpsych.org/ebooks/howweteachnow-transformative

Singh, J., Matthees, B., & Odetunde, A. (2021). Leaning online education during COVID-19 pandemic: Attitudes and perceptions of non-traditional adult learners. Quality Assurance in Education, 29(4), 408–421. https://doi.org/10.1108/qae-12-2020-0147

Vielma, K., & Brey, E. M. (2020). Using evaluative data to assess virtual learning experiences for students during COVID-19. Biomedical Engineering Education, 1(1), 139–144. https://doi.org/10.1007/s43683-020-00027-8

Vonderwell, S. K., & Boboc, M. (2013). Promoting formative assessment in online teaching and learning. TechTrends, 57(4), 22–27. https://doi.org/10.1007/s11528-013-0673-x

Wang, L., Gao, D., Shen, W., Wang, X., & Li, J. (2021). Role-taking as a scaffolding to improve learning participation in online discussion of college students. Society for Information Technology & Teacher Education International Conference Proceedings, 643–648. Society for Information Technology & Teacher Education. Retrieved from https://www.learntechlib.org/primary/p/219194/

Xie, X., Siau, K., & Nah, F. F. H. (2020). COVID-19 pandemic: Online education in the new normal and the next normal. Journal of Information Technology Case and Application Research, 22(3), 175–187. https://doi.org/10.1080/15228053.2020.1824884

Young, J. R. (2020). COVID era brings new challenges for college retention. Retrieved from International Society for Technology in Education website: https://www.edsurge.com/news/2020-08-04-covid-era-brings-new-challenges-for-college-retention