References

• Ahmadi, M., Abdolmaleki, S., & khatibzanjani, N. (2023). Investigating the relationship between media and information literacy of teachers and their attitude towards web-based education with students' academic progress in the Corona era. Social Psychology Research, 13(49), 15-28.
• 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.
• Amalaraj, J. J. P., Saminathan, T. A., Lourdes, T. G. R., Al-Maliki, M. A. A., Aziz, M. A. F. A., Yusoff, N. A. M., & Zaki, R. A. (2023). E-learning during COVID-19 and anxiety levels among university students: a systematic review. Journal of Public Health and Emergency, 7.
• Ansari, M. (2021). The relationship between anxiety caused by Corona and resilience with job satisfaction of primary school teachers in Sari city, the 6th National Conference on New Approaches in Education and Research, Mahmoud Abad.
• Arora, S., Chaudhary, P., & Singh, R. K. (2021). Impact of coronavirus and online exam anxiety on self-efficacy: the moderating role of coping strategy. Interactive Technology and Smart Education, 18(3), 475-492.
• Assunção Flores, M., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516.
• Børte, K., Nesje, K., & Lillejord, S. (2023). Barriers to student active learning in higher education. Teaching in Higher Education, 28(3), 597-615.
• Cure, E., & Cure, M. C. (2020). Can dapagliflozin have a protective effect against COVID-19 infection? A hypothesis. Diabetes & Metabolic Syndrome: Clinical Research & Reviews, 14(4), 405-406.
• Dayal, S. (2023). Online education and its effect on teachers during COVID-19—A case study from India. Plos one, 18(3), e0282287.
• Dehghani, M., Azad Dolabi, B., & Taamoli, H. (2021). Analyzing the Challenges of Elementary Virtual Education in the Corona Crisis: A Phenomenological Approach. The first national conference on mobile learning, in terms of action.
• Faizah, U., Ambarwati, R., & Rahayu, D. A. (2021, February). From offline to online learning: various efforts to secure the learning process during covid-19 outbreaks. In Journal of Physics: Conference Series (Vol. 1747, No. 1, p. 012002). IOP Publishing.
• Fazli, M.; Moradi, R., Hosseini, Majid. (2021). Analyzing and identifying the components of future learning environments and presenting a proposed framework for optimizing mobile learning in the post-corona era, the second national conference on mobile learning in the era of corona and post-corona, Tehran
• Hadar, L. L., Ergas, O., Alpert, B., & Ariav, T. (2020). Rethinking teacher education in a VUCA world: student teachers’ social-emotional competencies during the Covid-19 crisis. European Journal of Teacher Education, 43(4), 573-586.
• Hart, C. P., & Nash, F. M. (2020). Social and Emotional Learning: A Mindset for School Safety and Student Security. RTI International.
• Hidayati, A., & Bentri, A. (2022). Supporting Factors for the Implementation of Mobile Learning for Elementary School Students Using an Authentic Approach and Real-World Activities. International Journal of Interactive Mobile Technologies, 16(5).
• Jain, S., Lall, M., & Singh, A. (2021). Teachers’ voices on the impact of COVID-19 on school education: Are ed-tech companies really the panacea?. Contemporary Education Dialogue, 18(1), 58-89.
• Joshi, A., Vinay, M., & Bhaskar, P. (2021). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive technology and smart education, 18(2), 205-226.
• Kaplan-Rakowski, R. (2021). Addressing students’ emotional needs during the COVID-19 pandemic: A perspective on text versus video feedback in online environments. Educational Technology Research and Development, 69(1), 133-136.
• Karimi Haji Khademi, F., Heydaripour, K. (2021). Examining the components of the virtual education system and its effectiveness on the learning of students and learners. Contemporary Researches in Science and Research, 3(29), 46-31.
• Karimian, J. (2019). Education during the outbreak of Corona: evaluation of the quality of virtual distance education and the evaluation of the dimensions of the establishment of the Shad network. Research project report, presidential strategic research center.
• König, J., Jäger-Biela, D. J., & Glutsch, N. (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.
• Li, R., Lund, A., & Nordsteien, A. (2023). The link between flipped and active learning: A scoping review. Teaching in Higher Education, 28(8), 1993-2027.
• Mailizar, A., Abdulsalam, M., & Suci, B. (2020). Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia. Eurasia Journal of Mathematics, Science & Technology Education, 1-9.
• Moradi, A. (2019). Bottlenecks and strategies of using the student social network (SHAD) in teaching and learning of students during the Corona outbreak: a phenomenological study. Proceedings of the national conference on localization, updating and efficiency of educational management in educational organizations. Islamic Azad University, Kermanshah branch.
• Moradi, R., Sadat Abtahi, M., & Maleki, S. (2023). Phenomenological Analysis of Faculty Members' Lived Experiences about Teaching Agriculture Courses in the Virtual Education Platform. Iranian Agricultural Extension and Education Journal, 19(1), 175-190.
• Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., & Dosil Santamaría, M. (2021). The psychological state of teachers during the COVID-19 crisis: The challenge of returning to face-to-face teaching. Frontiers in psychology, 11, 620718.
• Pelucio, L., Simões, P., Dourado, M. C. N., Quagliato, L. A., & Nardi, A. E. (2022). Depression and anxiety among online learning students during the COVID-19 pandemic: a cross-sectional survey in Rio de Janeiro, Brazil. BMC psychology, 10(1), 1-8.
• Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher education for the future, 8(1), 133-141.
• Pradana, F., Setyosari, P., Ulfa, S., & Hirashima, T. (2023). Development of Gamification-Based E-Learning on Web Design Topic. International Journal of Interactive Mobile Technologies, 17(3).
• Pressley, T., Ha, C., & Learn, E. (2021). Teacher stress and anxiety during COVID-19: An empirical study. School psychology, 36(5), 367.
• Razavi, S. A. (2022). Assessing the quality of the Shad educational network from the perspective of teachers of Khuzestan province. Educational Technologies in Learning, 5(17), 85-108.
• Sadeghzadeh, M., Ramezani, M. (2021). The relationship between teachers' attitudes towards technology and their adaptation to the first course of virtual education in the covid-19 pandemic: the mediating role of teacher's competence and anxiety towards the use of technology in the classroom. Journal of Education and Learning Studies, 13(1), 20-36.
• Sadiku, M. N., Adebo, P. O., & Musa, S. M. (2018). Online teaching and learning. International Journals of Advanced Research in Computer Science and Software Engineering, 8(2), 73-75.‏
• Salimi, H., Abedini Chamgordani, S., Ghasemi Nafchi, , Tabashir,  S. (2021). Construction and Validation of Corona Stress Scale (CSS-18) According to Iranian Lifestyle. Quran and Medicine, 5 :23-31
• Selvaraj, A., Radhin, V., Nithin, K. A., Benson, N., & Mathew, A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85, 102444.
• Sharin, A. N. (2021). E-learning During Covid-19 A Review of Literature. Jurnal Pengajian Media Malaysia, 23(1).
• shomaliahmadabadi, M., & barkhordari ahmadabadi, A. (2023). The Role of Covid-19 Anxiety, Worry and Negative Beliefs about The Uncontrollability and Danger of Worry in Predicting Teacher Job Stress in the Corona Pandemic. Educational and Scholastic studies, 12(1), 127-107.
• Skiba, D. (2017, September). Evaluation tools to appraise social media and mobile applications. In Informatics (Vol. 4, No. 3, p. 32). MDPI.
• Sokal, L. J., & Trudel, E. LG and Babb, JC, 2020. Supporting teachers in times of change: The job demands-resources model and teacher burnout during the COVID-19 pandemic.
• Stefaniak, J. (2020). A systems view of supporting the transfer of learning through e-service-learning experiences in real-world contexts. TechTrends, 64(4), 561-569.
• Tan, A. J., Davies, J. L., Nicolson, R. I., & Karaminis, T. (2023). A technology-enhanced learning intervention for statistics in higher education using bite-sized video-based learning and precision teaching. Research and Practice in Technology Enhanced Learning.
• Tondeur, J. (2018, October). Enhancing future teachers’ competencies for technology integration in education: Turning theory into practice. In Seminar. net (Vol. 14, No. 2, pp. 216-224).
• Zavaraki, E., & Schneider, D. (2019). Blended Learning Approach for Students with Special Educational Needs: A Systematic. Journal of Education & Social Policy, 6(3), 1-12.
• Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and financial management, 13(3), 55.