Adarkwah, M. A. (2021). “I’m not against online teaching, but what about us?”: ICT in ghana post COVID-19. Education and Information Technologies, 26(2), 1665–1685. https://doi.org/10.1007/s10639-020-10331-z

Adi, W. C., Saefi, M., Setiawan, M. E., & Sholehah, N. (2021). The impact of COVID-19 to biology teacher education: Emergency distance learning at Islamic Universities in Indonesia. Journal of Turkish Science Education, 18(COVID-19 Special Issue), 60–75. https://bit.ly/3DiGRUe

Ahmed, V., & Opoku, A. (2021). Technology supported learning and pedagogy in times of crisis: The case of COVID‑19 pandemic. Education and Information Technologies, 27(1), 365–405. https://doi.org/10.1007/s10639-021-10706-w

Alexa, L., Pîslaru, M., Avasilcăi, S., Lucescu, L., Bujor, A., & Avram, E. (2022). Exploring romanian engineering student’s perceptions of COVID-19 emergency e-learning situation. A mixed-method case study. The Electronic Journal of E-Learning, 20(1), 19–35. https://doi.org/10.34190/ejel.20.1.2190

Amir, L. R., Tanti, I., Maharani, D. A., Wimardhani, Y. S., Julia, V., Sulijaya, B., & Puspitawati, R. (2020). Student perspective of classroom and distance learning during COVID-19 pandemic in the undergraduate dental study program Universitas Indonesia. BMC Medical Education, 20(392), 1–6. https://doi.org/10.1186/s12909-020-02312-0

Andarwulan, T., Al Fajri, T. A., & Damayanti, G. (2021). Elementary teachers’ readiness toward the online learning policy in the new normal era during COVID-19. International Journal of Instruction, 14(3), 771–786. https://doi.org/10.29333/iji.2021.14345a

Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 1–34. https://doi.org/10.3390/su12208438

Aspers, P., & Corte, U. (2021). What is qualitative in research. Qualitative Sociology, 44(4), 599–608. https://doi.org/h9vr

Atlam, E., Ewis, A., El-raouf, M. M. A., Ghoneim, O., & Gad, I. (2022). A new approach in identifying the psychological impact of COVID-19 on university student’s academic performance. Alexandria Engineering Journal, 61(7), 5223–5233. https://doi.org/10.1016/j.aej.2021.10.046

Azhari, B., & Fajri, I. (2022). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology, 53(7), 1934–1954. https://doi.org/h9vs

Baczek, M., Zaganczyk-Baczek, M., Szpringer, M., Jaroszynski, A., & Wazakowska-Kapton, B. (2021). Students’ perception of online learning during the COVID-19 pandemic. Medicine, 100(7), 1–6. https://doi.org/gmpgd3

Baloran, E. T. (2020). Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic. Journal of Loss and Trauma, 25(8), 635–642. https://doi.org/10.1080/15325024.2020.1769300

Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical Science Educator, 31(2), 615–626. https://doi.org/10.1007/s40670-021-01231-z

Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVivo (2nd ed.). SAGE Publications Inc.

Cattaneo, A., Adukia, A., Brown, D. L., Christiaensen, L., Evans, D. K., Haakenstad, A., Mcmenomy, T., Partridge, M., Vaz, S., & Weiss, D. J. (2022). Economic and social development along the urban –rural continuum: New opportunities to inform policy. World Development, 157, 1–18. https://doi.org/10.1016/j.worlddev.2022.105941

Chandra, Y. (2021). Online education during COVID-19: Perception of academic stress and emotional intelligence coping strategies among college students. Asian Education and Development Studies, 10(2), 229–238. https://doi.org/10.1108/AEDS-05-2020-0097

Chaturvedi, K., Vishwakarma, D. K., & Singh, N. (2021). COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121, 1–6. https://doi.org/gjvjq5

Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46–58. https://doi.org/10.24191/ajue.v16i2.10294

Churiyah, M., Sholikhan, S., Filianti, F., & Sakdiyyah, D. A. (2020). Indonesia education readiness conducting distance learning in COVID-19 pandemic situation. International Journal of Multicultural and Multireligious Understanding, 7(6), 491–507. https://doi.org/10.18415/ijmmu.v7i6.1833

Clemen, I. G., Ali, H., Abdulmadid, A.-N., & Jabbar, J. H. (2021). Education during COVID-19 era: Readiness of students in a less-economically developed country for e-learning. IMCC Journal of Science, 1(2), 94–101. https://bit.ly/3aWQSuq

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 1–24. https://doi.org/10.3390/su122410367

Creswell, J. W. (2013). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). SAGE Publications Inc.

De Coninck, D., Matthijs, K., & Lancker, W. Van. (2022). Distance learning and school-related stress among belgian adolescents during the COVID-19 pandemic. Frontiers in Education, 7, 1–8. https://doi.org/10.3389/feduc.2022.836123

Deng, X., & Sun, R. (2022). Barriers to e-learning during crisis: A capital theory perspective on academic adversity. Journal of Information Systems Education, 33(1), 75–86. https://bit.ly/3PDvwRz

Dinh, L. P., & Nguyen, T. T. (2020). Pandemic, social distancing , and social work education : Students’ satisfaction with online education in Vietnam. Social Work Education, 39(8), 1074–1083. https://doi.org/gjtm2v

Dube, B. (2020). Rural online learning in the context of COVID-19 in south Africa : Evoking an inclusive education approach. Multidisciplinary Journal of Educational Research, 10(2), 135–157. https://doi.org/10.4471/remie.2020.5607

Essa, A., Lily, A., Ismail, A. F., & Abunasser, F. M. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in Society, 63, 1–11. https://doi.org/10.1016/j.techsoc.2020.101317

Febrianto, P. T., Trunojoyo, U., Province, E. J., Megasari, L. A., Airlangga, U., & Province, E. J. (2020). Implementation of online learning during the COVID-19 pandemic on Madura Island, Indonesia. International Journal of Learning, Teaching and Educational Research, 19(8), 233–254. https://doi.org/10.26803/ijlter.19.8.13

Gall, M. D, Gall, J. P., & Borg, W. R. (2010). Applying educational research (6th ed.). Pearson Education Inc.

Gall, M. D, Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Pearson Education Inc.

Geng, S., Law, K. M. Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(17), 1–22. https://doi.org/10.1186/s41239-019-0147-0

Goldberg, A., McCormick, N., & Virginia, H. (2022). School‐age adopted children;s early responses to remote schooling during COVID‐19. Family Relations, 71(1), 68–89. https://doi.org/10.1111/fare.12612

Habibi, A., Mukminin, A., & Hadisaputra, P. (2020). Science teachers’ integration of digital resources in education: A survey in rural areas of one Indonesian province. Heliyon, 6(8), 1–8. https://doi.org/gntmp7

Hadjeris, F. (2021). Revisiting sustainable development goal 4 in the context of COVID-19 pandemic: A case study of online teaching in algerian higher education institutions. Human Behavior and Emerging Technologies, 3(1), 160–168. https://doi.org/10.1002/hbe2.245

Haley, S. M., & Osberg, J. S. (1989). Kappa coefficient calculation using multiple ratings per subject : A special communication. Physical Therapy, 69(11), 970–974. https://doi.org/10.1093/ptj/69.11.970

Iqbal, S. A., Ashiq, M., Rehman, S. U., Rashid, S., & Tayyab, N. (2022). Education sciences students’ perceptions and experiences of online education in pakistani universities and higher education institutes during COVID-19. Education Sciences, 12(3), 2–25. https://doi.org/10.3390/educsci12030166

Jebbour, M. (2022). The unexpected transition to distance learning at Moroccan universities amid COVID-19: A qualitative study on faculty experience. Social Sciences & Humanities Open, 5(1), 1–7. https://doi.org/10.1016/j.ssaho.2022.100253

John, D., Bazelais, P., Doleck, T., & College, J. A. (2021). Transition to online learning during the COVID-19 pandemic. Computers in Human Behavior Reports, 4, 2–9. https://doi.org/10.1016/j.chbr.2021.100130

Jonathan, F., Araújo, D. O., Samara, L., De Lima, A., Ivo, P., Cidade, M., Nobre, C. B., Leite, M., & Neto, R. (2020). Impact Of sars-cov-2 and its reverberation in global higher education and mental health. Psychiatry Research, 288, 1–2. https://doi.org/10.1016/j.psychres.2020.112977

Joshi, A., & Vinay, M. (2020). Impact of poronavirus Pandemic on the Indian education sector: Perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 18(2), 205–226. https://doi.org/10.1108/ITSE-06-2020-0087

Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., Barman, B., Das, P., & Chouhan, P. (2020). Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, 1–26. https://doi.org/10.1016/j.childyouth.2020.105194

Kee, C. E. (2021). The impact of COVID-19: Graduate students’ emotional and psychological experiences. Journal of Human Behavior in the Social Environment, 31(1–4), 476–488. https://doi.org/10.1080/10911359.2020.1855285

Khan, R. M. I., Ali, A., Alourani, A., Kumar, T., & Shahbaz, M. (2021). An investigation of the educational challenges during COVID-19: A case study of saudi students’ experience. European Journal of Educational Research, 11(1), 353–363. https://doi.org/10.12973/eu-jer.11.1.353

König, J., Jäger-biela, D. J., Glutsch, N., & Jäger-biela, D. J. (2020). 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), 608–622. https://doi.org/10.1080/02619768.2020.1809650

Kusuma, I. P. I. (2022). EFL teacher’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia. Studies in English Language and Education, 9(1), 203–221. https://doi.org/10.24815/siele.v9i1.21239

Lapitan, L. D., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012

Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). Education sciences an exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), 1–13. https://doi.org/10.3390/educsci10090232

Le, T. N., Allen, B., & Johnson, N. F. (2022). Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities. E-Learning and Digital Media, 19(2), 225–239. https://doi.org/h9vt

Leacock, C. J., Warrican, S. J., & Warrican, S. J. (2020). Helping teachers to respond to COVID-19 in the Eastern Caribbean: Issues of readiness, equity and care. Journal of Education for Teaching, 46(4), 1–10. https://doi.org/ghvz7w

Lestiyanawati, R., & Widyantoro, A. (2020). Strategies and problems faced by indonesian teachers in conducting e-learning system during COVID-19 outbreak. Journal of Culture, Literature, Linguistics and English Teaching, 2(1), 71–82. https://doi.org/10.32699/cllient.v2i1.1271

Li, D. (2022). The shift to online classes during the COVID-19 pandemic: Benefits, challenges, and required improvements from the students’ perspective. The Electronic Journal of E-Learning, 20(1), 1–18. https://doi.org/10.34190/ejel.20.1.2106

Lopes, D. A., Giusti, G., Rampasso, I. S., Carlos, A., Junior, F., Anechini, M., Marins, S., & Anholon, R. (2021). The environmental impacts of face-to-face and remote university classes during the COVID-19 pandemic. Sustainable Production and Consumption, 27, 1975–1988. https://doi.org/10.1016/j.spc.2021.05.002

Lwin, S., Sungtong, E., & Auksornnit, V. (2022). Implementation of online learning program in migrant community: Teachers’ challenges and suggestions. Turkish Online Journal of Distance Education, 23(1), 43–59. https://doi.org/10.17718/tojde.1050351

Magson, N. R., Fardouly, J., Freeman, J. Y. A., Rapee, R. M., Richardson, C. E., & Oar, E. L. (2021). Risk and protective factors for prospective changes in adolescent mental health during the COVID-19 pandemic. Journal of Youth and Adolescence, 50, 44–57. https://doi.org/10.1007/s10964-020-01332-9

Mamolo, L. A. (2022). Online learning and students’ mathematics motivation, self-efficacy, and anxiety in the “new normal.” Education Research International, 2022, Article 9439634. https://doi.org/10.1155/2022/9439634

Maqableh, M., & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID-19 pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 128, Article 106160. https://doi.org/10.1016/j.childyouth.2021.106160

Mazya, T. M., & Kolopaking, L. M. (2021). Measuring the ICT development of rurals in Banyuwangi, Indonesia. In K. Ariansyah, E. R. Eritha Sirait & R. A. Wahab (Eds.), 2021 2nd International Conference on ICT for Rural Development (IC-ICTRuDev) (pp. 1–6). Institute of Electrical and Electronics Engineers (IEEE). https://doi.org/10.1109/IC-ICTRuDev50538.2021.9655708

Miles, M. B., & A. Huberman, M. (1994). Qualitative data analysis (2nd ed.). SAGE Publications Inc.

Miloshevska, L., Delibegovi, N., & Hatipo, Ç. (2021). Emergency online learning during the first COVID-19 period: Students ’ perspectives from Bosnia and Herzegovina, North Macedonia, Poland and Turkey. Explorations in English Language and Linguistics, 8(2), 110–143. https://doi.org/10.2478/exell-2021-0002

Mithhar, Agustang, A., Adam, A., & Upe, A. (2021). Online learning and distortion of character education in the COVID-19 pandemic Era. Webology, 18, 566–580. https://doi.org/10.14704/WEB/V18SI04/WEB18149

Mohamed, F. A. E. (2022). The effectiveness of the blended learning in enhancing EFL learning and collaboration. World Journal of English Language, 12(1), 92–103. https://doi.org/10.5430/wjel.v12n1p92

Mok, K. H., Xiong, W., & Bin Aedy Rahman, H. N. (2021). COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong. International Journal of Chinese Education, 10(1), 1–20. https://doi.org/10.1177/22125868211007011

Mridul, Bisht, B., Sharma, D., & Kaur, N. (2021). Online classes during COVID-19 pandemic: Anxiety, stress & depression among university students. Indian Journal of Forensic Medicine & Toxicology, 15(1), 186–189. https://doi.org/10.37506/ijfmt.v15i1.13394

Peñalver, E. A., & Laborda, J. G. (2021). Online learning during the COVID-19 pandemic: How has this new situation affected students’ oral communication skills? Journal of Language and Education, 7(4), 30–41. https://doi.org/10.17323/jle.2021.11940

Phillips, H. N. (2021). Re-imagining higher education: A cohort of teachers’ experiences to face the "new normal’ during COVID-19. International Journal of Educational Research Open, 2, 2–7. https://doi.org/10.1016/j.ijedro.2021.100069

Prabawangi, R. P., Fatanti, M. N., & Ananda, K. S. (2021). After a year of online learning amid the COVID-19 pandemic: A survey of Indonesian undergraduate students’ opinions and behaviors. Asian Journal of University Education, 17(4), 419–431. https://doi.org/10.24191/ajue.v17i4.16211

Prasetyanto, D., Rizki, M., & Sunitiyoso, Y. (2022). Online learning participation intention after COVID-19 pandemic in Indonesia: Do students still make trips for online class? Sustainability (Switzerland), 14(4), 2–18. https://doi.org/10.3390/su14041982

Psathas, G. (1989). Fhenomenology and sociology: Theory and research. University Press of America, Inc.

Purbo, O. W. (2019). Internet offline solution for rural/village schools. In Proceedings of the 4^th Free and Open Source Software Conference (FOSSC’ 2019-OMAN) (pp. 52–55). Sultan Qaboos University. 

Purwanto, A., Bangsa, U. B., Asbari, M., & Wijayanti, L. M. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809–4818. https://bit.ly/3IMYNXX

Rahimah, Juriah, N., Karimah, N., Hilmatunnisa, & Sandra, T. (2021). The problem and solutions for learning activities during COVID-19 pandemic disruption in Hidayatul Insan Pondok School. Bulletin of Community Engagement, 1(1), 14–20. https://doi.org/1051278/bce.v1i1.87

Rasmitadila, Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. https://doi.org/10.29333/ejecs/388

Rigby, A. S. (2000). Statistical methods in epidemiology . v . Towards an understanding of the kappa coefficient. Disability and Rehabilition, 22(8), 339–344. https://doi.org/10.1080/096382800296575

Roldan-Nofuentes, J. A., & Regad, S. B. (2021). Estimation of the average kappa coefficient of a binary diagnostic test in the presence of partial verification. Mathematics, 9(14), 1–17. https://doi.org/10.3390/math9141694

Rönnlund, M., Rosvall, P.-Å., & Johansson, M. (2017). Vocational or academic track? Study and career plans among Swedish students living in rural areas. Journal of Youth Studies, 21(3), 360–375. https://doi.org/gb2g7j

Ruiz-Martinez, I., & Esparcia, J. (2020). Internet access in rural areas: Brake or stimulus as post-COVID-19 opportunity ? Sustainability, 12(22), 1–17. https://doi.org/10.3390/su12229619

Safdar, S., Ren, M., Chudhery, M. A. Z., Huo, J., Ur-Rehman, H., & Rafique, R. (2022). Using cloud-based virtual learning environments to mitigate increasing disparity in urban-rural academic competence. Technological Forecasting and Social Change, 176, Article 121468. https://doi.org/10.1016/j.techfore.2021.121468

Sari, T., & Nayır, F. (2020). Challenges in distance education during the (COVID-19) pandemic period. Qualitative Research in Education, 9(3), 328–360. https://doi.org/10.17583/qre.2020.5872

Segbenya, M., Bervell, B., Minadzi, V. M., & Somuah, B. A. (2022). Modelling the perspectives of distance education students towards online learning during COVID-19 pandemic. Smart Learning Environments, 9(1), 2–18. https://doi.org/10.1186/s40561-022-00193-y

Sifat, R. I. (2021). COVID-19 pandemic: Mental stress, depression, anxiety among the university students in Bangladesh. International Journal of Social Psychiatry, 67(5), 609–610. https://doi.org/10.1177/0020764020965995

Sumalinog, G. G. (2022). Barriers of online education in the new normal: Teachers’ perspectives. International Journal of Learning, Teaching and Educational Research, 21(1), 33–50. https://doi.org/10.26803/ijlter.21.1.3

Tan, K. G., Amri, M., & Ahmad, N. (2020). Foreign direct investments into 33 Indonesian provinces: Is the rupiah a boon or a bane. Global Business and Economics Review, 23(2), 125. https://doi.org/10.1504/GBER.2020.108925

Tanujaya, B., Charitas, R., Prahmana, I., & Mumu, J. (2021). The mathematics instruction in rural area during the pandemic era: Problems and solutions. Mathematics Teaching Reseacrh Journal, 13(1), 3–15. https://bit.ly/3crjcW9

United Nations Educational, Scientific and Cultural Organization. (2022). Lima statement prioritises equity, inclusion and quality education. https://bit.ly/3RYrEwL

Verberk, J. D. M., Van Rooden, S. M., Hetem, D. J., Wunderink, H. F., Vlek, A. L. M., Meijer, C., Ravensbergen, E. A. H. Van, Huijskens, E. G. W., Vainio, S. J., Bonten, M. J. M., & Mourik, M. S. M. Van. (2022). Reliability and validity of multicentre surveillance of surgical site infections after colorectal surgery. Antimicrobial Resistance & Infection Control, 11(10), 1–9. https://doi.org/10.1186/s13756-022-01050-w

Wahjono, H., Wiyono, B. B., Maisyaroh, & Mustiningsih. (2021). Development of blended-learning-based semester credit system implementation model to improve learning service. Information, 12(51), 1–14. https://doi.org/10.3390/info12120511

Werang, B., & Radja Leba, S. M. (2022). Factors affecting student engagement in online teaching and learning: A qualitative case study. The Qualitative Report, 27(2), 555–577. https://doi.org/10.46743/2160-3715/2022.5165

Yan, L., Whitelock-Wainwright, A., Guan, Q., Wen, G., Gasevic, D., & Chen, G. (2020). Students experience of online learning during the COVID‐19 pandemic: A province-wide survey study. British Journal of Educational Technology, 52, 2038–2057. https://doi.org/10.1111/bjet.13102

Zhao, L., Cao, C., Li, Y., & Li, Y. (2022). Determinants of the digital outcome divide in e-learning between rural and urban students: Empirical evidence from the COVID-19 pandemic based on capital theory. Computers in Human Behavior, 130, Article 107177. https://doi.org/10.1016/j.chb.2021.107177