Home-based learning during school closure in Singapore: perceptions from the language classrooms

[1]  Chien-Liang Lin,et al.  Factors Influence Students’ Switching Behavior to Online Learning under COVID-19 Pandemic: A Push–Pull–Mooring Model Perspective , 2021, The Asia-Pacific Education Researcher.

[2]  S. Lee,et al.  Implementation of Online Home-Based Learning and Students’ Engagement During the COVID-19 Pandemic: A Case Study of Singapore Mathematics Teachers , 2021, The Asia-Pacific Education Researcher.

[3]  T. Elyas,et al.  The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia , 2021, Education Sciences.

[4]  Bity Salwana Alias,et al.  Home-Based Learning (HBL) Teacher Readiness Scale: Instrument Development and Demographic Analysis , 2021 .

[5]  C. Toquero Emergency remote education experiment amid COVID-19pandemic in learning institutions in the Philippines , 2021 .

[6]  F. Ferri,et al.  Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations , 2020, Societies.

[7]  Pak Tee Ng Timely change and timeless constants: COVID-19 and educational change in Singapore , 2020, Educational Research for Policy and Practice.

[8]  J. König,et al.  Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany , 2020 .

[9]  C. Toquero Emergency remote education experiment amid COVID-19 pandemic , 2020 .

[10]  A. Samsudin,et al.  The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia , 2020 .

[11]  Z. Zhong,et al.  Experience of Massive Distance Online Education for Medical Colleges and Universities in China to Counter the COVID-19 Pandemic , 2020 .

[12]  Rebecca Fitzgerald,et al.  Student perspectives of the impact of COVID-19 on learning. , 2020 .

[13]  Andreas Schleicher Schooling disrupted, schooling rethought: How the Covid-19 pandemic is changing education , 2020, OECD Policy Responses to Coronavirus (COVID-19).

[14]  Ute Kaden COVID-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher , 2020 .

[15]  Anh-Duc Hoang,et al.  Dataset of Vietnamese teachers’ perspectives and perceived support during the COVID-19 pandemic , 2020, Data in Brief.

[16]  N. Doghonadze,et al.  The Degree of Readiness to Total Distance Learning in the Face of COVID-19 - Teachers’ View (Case of Azerbaijan, Georgia, Iraq, Nigeria, UK and Ukraine) , 2020 .

[17]  A framework to guide an education response to the COVID-19 Pandemic of 2020 , 2020, OECD Policy Responses to Coronavirus (COVID-19).

[18]  Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic , 2020 .

[19]  N. Fedina,et al.  Study of Educators’ and Parents’ Readiness to Implement Distance Learning Technologies in Preschool Education in Russia , 2017 .

[20]  Thanh-Thao Thi Phan,et al.  Teacher Readiness for Online Teaching: A Critical Review* , 2017 .

[21]  Huseyin Uzunboylu,et al.  University students' readiness for e-learning , 2017 .

[22]  P. Rothermel International Perspectives on Home Education , 2015 .

[23]  Julie L Cidell,et al.  Content clouds as exploratory qualitative data analysis , 2010 .

[24]  Chien Chou,et al.  Learner readiness for online learning: Scale development and student perceptions , 2010, Comput. Educ..

[25]  Jee‐Peng Tan,et al.  Toward a Better Future: Education and Training for Economic Development in Singapore Since 1965 , 2008 .

[26]  Sai Choo Lee,et al.  Digital skills and education: Singapore’s ICT master planning for the school sector , 2008 .

[27]  Benjamin M. Good,et al.  Tag clouds for summarizing web search results , 2007, WWW '07.