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art and design, addressing issues and identifying direction, London: Continuum.
Kapasiaa, N., Paulb, P., Royc, A., Sahac, J., Zaveric, A., Mallickc, R., Barmanc, B., Dasc, P., and Chouhanc, 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,:1–5.
Kawachi, P. 2003. Initiating intrinsic motivation in online education: Review of the current state of the art,
Interactive Learning Environments, 11:59–81.
Khalil, R., Mansour, A.E., Fadda, W.A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., Alkhalifah, A., and AlWutayd, O. 2020. The sudden transition to synchronized online learning during the COVID-19 pandemic
in Saudi Arabia: a qualitative study exploring medical students’ perspectives, BMC Medical Education,
20:1–10.
Richardson, J.C. and Swan, K. 2003. Examining social presence in online courses in relation to students’
perceived learning and satisfaction, Journal of Asynchronous Learning Networks, 7:68-88.
Rourke, L., Anderson, T., Garrison, D.R., and Archer, W. 1999. Assessing social presence in asynchronous
text-based computer conferencing, International Journal of E Learning & Distance Education, 14: 50–71.
Sweller, J., Ayres, P., and Kalyuga, S. 2011. Cognitive load theory, New York: Springer Science+Business
Media.
Toquero, C.M., 2020. Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The
Philippine Context, Pedagogical Research, 5:1–5
Zhang, D., Zhao, J.L., Zhou, L., and Nunamaker, J.F. 2004. Can e-learning replace classroom learning?,
Communication of ACM, 47:75–79.
322