PERTANIKA PROCEEDINGS

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• Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. https://doi.org/10.5539/hes.v10n3p16.

• Amhag, L. (2015). Learner centered experiences with flipped classroom and mobile online webinars in distance higher education programs [Paper presentation]. The 11th. International Conference on Mobile Learning, Madeira, Portugal.

• Angus, L. E., & McLeod, J. (2004). Preface. In L. E. Angus & J. McLeod (Eds.), The handbook of narrative and psychotherapy: Practice, theory and research (p. ixxi). Sage.

• Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers and Education, 52(2), 402-416. https://doi.org/10.1016/j.compedu.2008.09.009.

• Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191

• Belet, M. (2018). The importance of relevance to student lives: The impact of content and media in introduction to sociology. Teaching Sociology, 46(3), 208-224. https://doi.org/10.1177/0092055X17730113

• Bean, M. V., Aldredge, T., Chow, K., Fowler, L., Guaracha, A., McGinnis, T., Parker, L., & Saez-Kleriga, G. (2019). Effective practices for online tutoring. Academic Senate for California Community Colleges.

• Benson, D. E., Haney, W., Ore, T. E., Persell, C. H., Schulte, A., Steele, J., & Winfield, I. (2002). Digital technologies and the scholarship of teaching and learning in sociology. Teaching Sociology, 30(2), 140-157. 

• Carrick, F. R., Abdulrahman, M., Hankir, A., Zayaruzny, M., Najem, K., Lungchukiet, P., & Edwards, R. A. (2017). Randomized controlled study of a remote flipped classroom neuro-otology curriculum. Frontiers in Human Neuroscience, 8, 349. https://doi.org/10.3389/fneur.2017.00349

• Clare, A. (2020, June 11). COVID-19 in the region: A quick guide. Parliament of Australia. https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/rp/rp1920/Quick_Guides/COVID-19Region.

• Chawla, V. (2020, June 19). How and why to host a webinar during Covid-19. Business Line on Campus. https://bloncampus.thehindubusinessline.com/columns/going-digital/how-and-why-to-host-a-webinar-during-covid-19/article31872397.ece.

• Christensen, R., & Knezek, G. (2008). Self-report measures and findings for information technology attitudes and competencies. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 349-365). Springer US.

• Clark, C., & Gorski, P. (2002). Multicultural education and the digital divide: Focus on socioeconomic class background. Multicultural Perspectives, 4(3), 25-36. https://doi.org/10.1207/S15327892MCP0403_6.

• Cornelius, S., & Gordon, C. (2013). Facilitating learning with web conferencing recommendations based on learners’ experiences. Education and Information Technologies, 18, 275-285. https://doi.org/10.1007/s10639-012-9241-9

• Cook, D. A., Garside, S., Levinson, A. J., Dupras, D. M., & Montori, V. M. (2010). What do we mean by web–based learning? A systematic review of the variability of interventions. Medical Education, 44(8), 765-774. https://doi.org/10.1111/j.1365-2923.2010.03723.x

• Darling-Hammond, L., & McLaughlin, M. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81-92. https://doi.org/10.1177/003172171109200622

• Department of Labor and Employment. (2020, May 1). Workplace rules set to cut spread of COVID-19 [Press release]. https://www.dole.gov.ph/news/workplace-rules-set-to-cut-spread-of-covid-19/

• Ebner, C., & Gegenfurtner, A. (2019). Learning and satisfaction in webinar, online, and face-to-face instruction: A meta-analysis. Frontiers in Education, 4, 92. https://doi.org/10.3389/feduc.2019.00092

• Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47, 47-61. https://doi.org/10.1007/BF02299597

• European Institute for Training and Development. (n.d.). Importance of webinars: Effective reach out to your potential audience. http://eutd.eu/importance-of-webinars-effectively-reach-out-to-your-potential-audience/

• Fusch, P. I., & Fusch, G. E. (2015). Leadership and conflict resolution on the production line. International Journal of Applied Management and Technology, 14(1), 21-39. https://doi.org/10.5590/IJAMT.2015.14.1.02

• Fusch, P. I., & Ness, L. (2015). Are we there yet? Data saturation in qualitative research. The Quality Report, 20(9), 1408-1416.

• Gegenfurtner, A., & Ebner, C. (2019). Webinars in higher education and professional training: A meta-analysis and systematic review of randomized controlled trials. Educational Research Review, 28, 100293. https://doi.org/10.1016/j.edurev.2019.100293

• Gegenfurtner, A., Schwab, N., & Ebner, C. (2018). “There’s no need to drive from A to B”: Exploring the lived experience of students and lecturers with digital learning in higher education. Bavarian Journal Applied Sciences, 4, 310-322. https://doi.org/10.25929/bjas.v4i1.50

• Gegenfurtner, A., Zitt, A., & Ebner, C. (2019). Evaluating webinar-based training: A mixed methods study of trainee reactions toward digital web conferencing. International Journal of Training and Development, 24(1), 5-21. https://doi.org/10.1111/ijtd.12167

• Gergen, K. J. (2009). An invitation to social construction (2nd ed.). Sage.

• Goe, R., Ipsen, C., & Bliss, S. (2018). Pilot testing a digital career literacy training for vocational rehabilitation professionals. Rehabilitation Counseling Bulletin, 61(4), 236-243. https://doi.org/10.1177/0034355217724341

• Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2020). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. https://doi.org/10.31234/osf.io/b9pg7

• Hargittai, E. (2003). The digital divide and what to do about it. In D. C. Jones (Ed.), The new economy handbook. Emerald Publishing.

• Harned, M. S., Dimeff, L. A., Woodcook, E. A., Kelly, T., Zavertnik, J., Contreras, I., & Danner, S. M. (2014). Exposing clinicians to exposure: A randomized controlled dissemination trial of exposure therapy for anxiety disorders. Behavior Therapy, 45(6), 731-44. https://doi.org/10.1016/j.beth.2014.04.005

• Harrison, L. M. (2014). Case study on the first-time use of a webinar by a small marketing firm. Professional Projects from the College of Journalism and Mass Communications, 1. http://digitalcommons.unl.edu/journalismprojects/1

• Hayes, D. N. A. (2007). ICT and learning: Lessons from Australian classrooms. Computers & Education, 49(2), 385-395. https://doi.org/10.1016/j.compedu.2005.09.003

• Hernando-Malipot, M. (2020, May 28). ‘Education must continue’ — DepEd Sec. Briones. Manila Bulletin. https://mb.com.ph/2020/05/28/education-must-continue-deped-sec-briones/

• Heidegger, M. (1996). Being and time. State University of New York Press.

• Hew, K., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. https://doi.org/10.1007/s11423-006-9022-5

• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

• Hoggan, C., Simpson, S., & Stuckey, H. (2009). Creative expression in transformative learning: Tools and techniques for educators of adults. Krieger Publishing.

• Iivari, N., Sharma, S., & Ventä-Olkkonen, L. (2020). Digital transformation of everyday life –How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? International Journal of Information Management, 5, 102183. https://doi.org/10.1016/j.ijinfomgt.2020.102183

• Johnson, C. M., Corazzini, K. N., & Shaw, R. (2011). Assessing the feasibility of using virtual environments in distance education. Knowledge Management & E-Learning, 3(1), 5-16. https://doi.org/10.34105/j.kmel.2011.03.002

• Johnson, C. L., & Schumacher, J. B. (2016). Does webinar–based financial education affect knowledge and behavior? Journal of Extension, 54(1), 1-10.

• Kanter, J. W., Tsai, M., Holman, G., & Koerner, K. (2013). Preliminary data from a randomized pilot study of web–based functional analytic psychotherapy therapist training. Psychotherapy, 50(2), 248-55. https://doi.org/10.1037/a0029814

• Kear, K., Chetwynd, Williams, J., & Donelan, H. (2012). Web conferencing for synchronous online tutorials: Perspectives of tutors using a new medium. Computers & Education, 58(3), 953-963. https://doi.org/10.1016/j.compedu.2011.10.015

• Kharpal, A. (2020, March 26). Use of surveillance to fight coronavirus raises concerns about government power after pandemic ends. CNBC https://www.cnbc.com/2020/03/27/coronavirus-surveillance-used-by-governments-to-fight-pandemic-privacy-concerns.html

• Khechine, H., Lakhal, S., Pascot, D., & Bytha, A. (2014). UTAUT model for blended learning: The role of gender and age in the intention to use webinars. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 33-52. https://doi.org/10.28945/1994

• Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distance Learning, 12(3), 19-38. https://doi.org/10.19173/irrodl.v12i3.882

• Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121. https://doi.org/10.1016/j.compedu.2012.05.014

• Kvale, S. (1996). Interview: An introduction to qualitative research interviewing. Sage Publication.

• Lakhal, S., Khechine, H., & Pascot, D. (2013). Student behavioural intentions to use desktop video conferencing in a distance course: Integration of autonomy to the UTAUT model. Journal of Computing in Higher Education, 25, 93-121. https://doi.org/10.1007/s12528-013-9069-3

• Li, C., & Lalani, F. (2020, April 29). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/

• Lieberman, M. (2020, June 2). Like it or not, K-12 schools are doing a digital leapfrog during Covid-19. Education Week. https://www.edweek.org/ew/articles/2020/06/03/like-it-or-not-k-12-schools-are.html

• Lieser, P., Taf, S. D., & Murphy-Hagan, A. (2018). The webinar integration tool: A framework for promoting active learning in blended environments. Journal of Interactive Media in Education, (1), 7. http://doi.org/10.5334/jime.453

• Liu, Q., Peng, W., Zhang, F., Hu, R., Li, Y., & Yan, W. (2016). The effectiveness of blended learning in health professions: Systematic review and meta–analysis. Journal of Medical Internet Research, 18(1), e2. https://doi.org/10.2196/jmir.4807

• Luongo, N. (2018). An examination of distance learning faculty satisfaction levels and self-perceived barriers. Journal of Educators Online, 15(2), 1-12.

• McKinney, W. P. (2017). Assessing the evidence for the educational efficacy of webinars and related internet-based instruction. Pedagogy Health Promotion: The Scholarship of Teaching and Learning, 3(1), 47S-51S. https://doi.org/10.1177/2373379917700876

• McMahon-Howard, J., & Reimers, B. (2013). An evaluation of a child welfare training program on the commercial sexual exploitation of children (CSEC). Evaluation and Program Planning, 40, 1-9. https://doi.org/10.1016/j.evalprogplan.2013.04.002

• Olesova, L., Yang, D., & Richardson, J. C. (2011). Cross-cultural differences in undergraduate students’ perceptions of online barriers. Journal of Asynchronous Learning Networks, 15(3), 68-80. http://dx.doi.org/10.24059/olj.v15i3.173

• Oxley, L. (2016). An examination of interpretative phenomenological analysis (IPA). Educational & Child Psychology, 33(3), 55-62.

• Paley, J. (2018). Meaning, lived experience, empathy and boredom: Max van Manen on phenomenology and Heidegger. Nursing Philosophy, 19(3), e12211. https://doi.org/10.1111/nup.12211

• Park, S. H., & Ertmer, P. A. (2008). Examining barriers in technology-enhanced problem-based learning: Using a performance support systems approach. British Journal of Educational Technology, 39(4), 631-643. https://doi.org/10.1111/j.1467-8535.2008.00858.x

• Patton, M. Q. (2002). Qualitative evaluation research methods (2nd ed.). Sage.

• Shakya, T., Fasano, S., & Rivas, A. (2020, May 20). For teachers and students, remote learning during COVID-19 poses challenges, stokes creativity. ABC News. https://abcnews.go.com/US/teachers-students-remote-learning-covid-19-poses-challenges/story?id=70770744

• Sinha, E., & Bagarukayo, K. (2019). Online education in emerging knowledge economies: Exploring factors of motivation, de-motivation and potential facilitators; and studying the effects of demographic variables. International Journal of Education and Development Using Information and Communication Technology, 15(2), 5-30.

• Smith, J. A., & Osborn, M. (2008). Interpretive phenomenological analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (2nd ed., pp. 53-80). SAGE Publications.

• Spence, D. (2001). Hermeneutic notions illuminate cross-cultural nursing experiences. Journal of Advanced Nursing, 35(4), 624-630. https://doi.org/10.1046/j.1365-2648.2001.01879.x

• Srichanyachon, N. (2014). The barriers and needs of online learners. Turkish Online Journal of Distance Education, 15(3), 50-59. https://doi.org/10.17718/tojde.08799

• Stadtlander, L., Sickel, A., Civita, L., & Giles, M. (2017). Home as workplace: A qualitative case study of online faculty using Photovoice. Journal of Educational Research and Practice, 7(1), 45-59. https://doi.org/10.5590/JERAP.2017.07.1.04

• Stadtlander, L., Sickel, A., & Giles, M. (2014, July 11). The online faculty work environment. Poster presented at the Walden University Summer Session, Washington, DC.

• Stout, J. W., Smith, K., Zhou, C., Solomon, C., Dozor, A. J., Garrison, M. M., & Mangione-Smith, R. (2012). Learning from a distance: Effectiveness of online spirometry training in improving asthma care. Academic Pediatrics, 12(2), 88-95. https://doi.org/10.1016/j.acap.2011.11.006

• Sugar, W., & Kester, D. (2007). Lessons learned from IMPACTing technology integration practices: Four IMPACT model case studies. Computers in the Schools, 24(1-2), 15-32. https://doi.org/10.1300/J025v24n01_03

• Paulo, S. (2020, March 27). Brazil’s Bolsonaro: Religious services should continue despite Covid-19. Agencia EFE. https://www.efe.com/efe/english/world/brazil-s-bolsonaro-religious-services-should-continue-despite-covid-19/50000262-4206152

• Tanucan, J. C. (2019). Pedagogical praxis of millennial teachers in mainstreamed Physical Education. International Journal of Advanced Research, 7(1), 554-562. https://doi.org/10.21474/IJAR01/8361

• Tanucan, J.C. & Bojos, M. (2021). Filipino Families’ Wellness in Slum Communities: The Tales of Survival in Times of Pandemic. Pertanika Journal of Social Sciences & Humanities, Vol. 29 (1), 311 – 328. https://doi.org/10.47836/pjssh.29.1.18

• Tanucan, J. C., & Hernani, M. R. (2018). Physical education curriculum in standard-based and competency-based education. International Journal of Health, Physical Education and Computer Science in Sports, 30(1), 26-33. http://www.ijhpecss.org/International_Journal_30.pdf

• Taveira-Gomes, T., Ferreira, P., Taveira-Gomes, I., Severo, M., & Ferreira, M. A. (2016). What are we looking for in computer-based learning interventions in medical education? A systematic review. Journal of Medical Internet Research, 18(8), e204. https://doi.org/10.2196/jmir.5461

• Testers, L., Gegenfurtner, A., VanGeel, R., & Brand-Gruwel, S. (2019). From mono contextual to multi contextual transfer: Organizational determinants of the intention to transfer generic information literacy competences to multiple contexts. Frontline Learning Research, 7, 23-42. https://doi.org/10.14786/flr.v7i1.359

• Toquero, C. M., & Talidong, K. J. (2020). Webinar technology: Developing teacher training programs for emergency remote teaching amid COVID-19. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3), 2-5. https://doi.org/10.30476/ijvlms.2020.86889.1044

• United Nations. (2020, April 28). COVID-19 could lead to millions of unintended pregnancies, new UN-backed data reveals. United Nations News. https://news.un.org/en/story/2020/04/1062742

• Verma, G., Campbell, T., Melville, W., & Park, B. (2020). Science teacher education in the times of the COVID-19 pandemic. Journal of Science Teacher Education, 31(5), 483-490. https://doi.org/10.1080/1046560X.2020.1771514

• Wang, S.-K., & Hsu, H.-Y. (2008). Use of the webinar tool (Elluminate) to support training: The effects of webinar-learning implementation from student-trainers’ perspective. The Journal of Interactive Online Learning, 7(3), 175-194.