R. N. Bolton, R. G. Chapman, and A. J. Mills, “Harnessing digital disruption with marketing simulations,” J. Mark. Educ., vol. 41, no. 1, pp. 15–31, 2019. https://doi.org/10.1177/ 0273475318803417
McKinsey & Company, “How COVID-19 has pushed companies over the technology tipping point—and transformed business forever,” 2020.
L. A. Mamolo, “Students’ evaluation and learning experience on the utilization of Digital Interactive Math Comics (DIMaC) mobile app,” Adv. Mob. Learn. Educ. Res., vol. 2, no. 2, pp. 375–388, 2022. https://doi.org/10.25082/AMLER.2022.02.006
W. A. Srisathan and P. Naruetharadhola, “A COVID-19 disruption: The great acceleration of digitally planned and transformed behaviors in Thailand,” Technol. Soc., vol. 68, 2022.https://doi.org/10.1016/j.techsoc.2022.101912
N. Katsaris, I., & Vidakis, “Adaptive e-learning systems through learning styles: A review of the literature,” Adv. Mob. Learn. Educ. Res., vol. 1, no. 2, pp. 124–145, 2021: https://doi.org/10.25082/AMLER.2021.02.007
V. Arkorful and N. Abaidoo, “The role of e-learning, advantages and disadvantages of its adoption in higher education,”Int. J. Instr. Technol. Distance Learn., vol. 12, no. 1, pp. 397–410, 2015.
B. O. Ozkara and H. Cakir, “Comparison of collaborative and individual learning in online learning,” Turkish Online J. Educ. Technol., vol. 19, no. 4, pp. 66–74, 2020.
H. Karakose, T., Ozdemir, T. Y., Papadakis, S., Yirci, R., Ozkayran, S. E., & Polat, “Investigating the Relationships between COVID-19 Quality of Life, Loneliness, Happiness, and Internet Addiction among K-12 Teachers and School Administrators—A Structural Equation Modeling Approach,” Int. J. Environ. Res. Public Health, vol. 19, no. 3, p. 1052, 2022. http://dx.doi.org/10.3390/ijerph19031052
T. Anderson, The theory and practice of online learning, 2nd Editio. Edmonton, AB: AU Press, 2011.
N. Omirzak, I., Ralin, A., Kasatkin, B., Vorona-Slivinskaya, L., & Dubinina, “Students’ perception about the use of mobile learning in solving engineering problems collaboratively,” Int. J. Eng. Pedagog., vol. 11, no. 6, pp. 102–115, 2021. https://doi.org/ 10.3991/ijep.v11i6.24647
S. Kikilias, P., Papachristos, D., Alafodimos, N., Kalogiannakis, M. & Papadakis, “An Educational Model for Asynchronous E-Learning. A case study in a Higher Technology Education,” D. Guralnick Proc. Int. Conf. E-Learning Work., 2009. https://doi.org/ 10.3991/ijac.v3i1.987
P. O. Ajayi and L. F. Ajayi, “Use of online collaborative learning strategy in enhancing postgraduates’ learning outcomes in science education,” Educ. Res. Rev., vol. 15, no. 8, pp. 504–510, 2020. https://doi.org/10.5897/ERR2020.4023
M. Palacios-Núñez and A. Deroncele-Acosta, “Online collaborative learning: Analysis of the current state,” in XVI Latin American Conference on Learning Technologies (LACLO), 2021, pp. 44–51. https://doi.org/10.1109/LACLO54177.2021.00065
Muchlas, “Enhancing e-learning effectivity through the discussion method combined with e-portfolio assignments for vocational education master students during a pandemic,” J. Pendidik. Vokasi, vol. 10, no. 3, pp. 238–248, 2020. https://doi.org/10.21831/jpv.v10i3. 35793
J. De-Nooijer, F. Schneider, and D. M. Verstegen, “Optimizing collaborative learning in online courses,” Clin. Teach., vol. 18, pp. 19–23, 2021. https://doi.org/10.1111/tct.13243
I. Tordai, Z., & HolikZ, “Student’s characteristics as a basis for competency development in engineering informatics education,” Int. J. Eng. Pedagog., vol. 8, no. 4, pp. 32–42, 2018. https://doi.org/10.3991/ijep.v8i4.8133
A. Venter, “Social media and social capital in online learning,” South African J. High. Educ., vol. 33, no. 3, p. 241‒ 257, 2019. https://doi.org/10.20853/33-3-3105
A. I. M. Elfeky, “The effect of personal learning environments on participants’ higher order thinking skills and satisfaction,” Innov. Educ. Teach. Int., vol. 56, no. 4, pp. 505–516, 2019.https://doi.org/10.1080/14703297.2018.1534601
I. D. Triswidrananta, O. D. ., Pramudhita , A. N. ., & Wijaya, “Learning Management System Based on Assessment for Learning to Improve Computational Thinking,” Int. J. Interact. Mob. Technol., vol. 16, no. 4, pp. 150–158, 2022. https://doi.org/10.3991/ ijim.v16i04.28979
N. Dabbagh and L. Castaneda, “The PLE as a framework for developing agency in lifelong learning,” Educ. Technol. Res. Dev., vol. 68, pp. 3041–3055, 2020. https://doi.org/10.1007/ s11423-020-09831-z
J. A. García-Martínez, G. Herrera-Villalobos, and M. A. Fallas-Vargas, “Aprender conectados: un estudio sobre las redes personales de aprendizaje de estudiantes universitarios,” Educ. Siglo XXI, vol. 39, no. 2, pp. 31–60, 2021. https://doi.org/10.6018/ educatio.463821
L. Castañeda and J. Adell, “La anatomía de los PLEs,” in Entornos personales deaprendizaje: claves para el ecosistema educativo en red, L. Castañeda and J. Adell, Eds. Alcoy: Alcoy: Marfil, 2013, pp. 11–27.
J. Salinas, V. Marín, and C. Escandell, “A case of institutional PLE: integration of VLE and e-portfolio for students,” 2011.