1. Barbour, M. K., Labonte, R., Kelly, K., Hodges, C., Moore, S., Lockee, B., Trust, T., Bond, A., & Hill, P. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching: A special report of the State of the Nation: K-12 E-Learning in Canada project. “Understanding Pandemic Pedagogy”. https://www.researchgate.net/publication/347535715_Understanding_Pandemic_Pedagogy_Differences_Between_Emergency_Remote_Remote_and_Online_Teaching
2. Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://doi.org/10.5281/zenodo.3778083
3. Chan, B. C., Baker, J. L., Bunagan, M. R., Ekanger, L. A., Gazley, J. L., Hunter, R. A., O’Connor, A. R., & Triano, R. M. (2020). Theory of change to practice: How experimentalist teaching enabled faculty to navigate the COVID-19 disruption. Journal of Chemical Education, 97(9), 2788–2792. https://doi.org/10.1021/acs.jchemed.0c00731
4. Chirinda, B., Ndlovu, M., & Spangenberg, E. (2021). Teaching mathematics during the COVID-19 lockdown in a context of historical disadvantage. Education Sciences, 11(4). https://doi.org/10.3390/educsci11040177
5. Chiroma, J. A., Meda, L., & Waghid, Z. (2021). Examining emergency remote teaching using the Community of Inquiry Framework: Lecturer experiences in a Kenyan University. International Journal of Information and Communication Technology Education (IJICTE), 17(4), 1–16.