Armstrong, M. E., Ramsey, W. K., Yankey, B and Self, B. S. (2020). COVID-19 and Distance Learning: Effects on Georgia State University School of Public Health Students. Public Health, September 25, 8, 1-10. https://doi.org/10.3389/fpubh.2020.576227
Biswas, A. B. U., Chakrabarti, AK. T. DN., Banu, H. D. (2020). The emergence of Novel Coronavirus and COVID-19: whether to stay or die out? Crit Rev Microbial. 46(2), 182-193. doi: 10.1080/1040841X.2020.
Díaz, L.E., Caminero, G.F., Carmen, M. H.L., Gonzalez, H.G and Castillo J.L. A. (2020). Analyzing the Impact of COVID-19 on Education Professionals, Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action. Journal Sustainability, 12, 1-12. doi: 10.3390/su1214564.
Di Pietro, G., Biagi, F., Dinis, M.D., Costa, P., Karpinski, Z and Mazza, J. (2020). The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. European Union Luxembourg. doi: 10.2760/126686, JRC121071.1739001.
Farhadi, M., Bahram and Zakir, A. (2021). Strategies and challenges of conducting an active biology laboratory classroom, with a view to the future based on the experience of the Corona pandemic era, the second national conference of future schools, Ardabil, https://civilica.com/doc /1404359. [In Persian]
Gamage, Kelum A. A., Dilani I. Wijesuriya, Sakunthala Y. Ekanayake, Allan E. W. Rennie, Chris G. Lambert, and Nanda Gunawardhana.( 2020). Online Delivery of Teaching and Laboratory Practices: Continuity of University Programmes during COVID-19 Pandemic. Education Sciences 10, no. 10: 291. https://doi.org/10.3390/educsci10100291
Gasparello, J., Papi, C., Zurlo, M.,Cosenza, LC., Breveglieri, G., Zuccato, C., et al. (2022) Teaching during COVID-19 pandemic in practical laboratory classes of applied biochemistry and pharmacology: A validated fast and simple protocol for detection of SARS-CoV-2 Spike sequences. PLoS 1 17(4): e0266419. https://doi.org/10.1371/journal.pone.0266419.
Hallyburton, C. L., and Lunsford, E. (2013). Challenges and Opportunities for Learning Biology in Distance-Based Settings. Interdisciplinary Science Literacy, 39 (1), 27-33.
Hadiprayitno, G. M & Kusmiyati, A. (2019). Problems in learning biology for senior high schools in Lombok Island. The International Seminar on Bioscience and Biological Education, IOP Conf. Series: Journal of Physics: Conf. Series 1241 (2019) 012054 IOP Publishing, doi:10.1088/1742-6596/1241/1/012054.
Humphrey, E. A and Wiles, J. R. (2021). Lessons learned through listening to biology students during a transition to online learning in the wake of the COVID-19 pandemic. Ecology and Evolution Willey. 11, 3450–3458. doi: 10.1002/ece3.7303.
Jablonsky, S. A., Ryleigh, F., Marco. E., Diana, B. J. Jeffrey & Morris S. R. (2021). Impacts of a COVID-19 E-Service-Learning Module in a Non-Major Biology Course. Journal of Microbiology & Biology Education, 22, (1), 1-8. https://doi.org/10.1128/jmbe.v22i1.2489.
Michael, J. R., (2020). Science Education in the Light of COVID-19 the Contribution of History, Philosophy, and Sociology of Science. Science & Education. 29(4), 1079–1092. https://doi.org/10.1007/s11191-020-00143-5.
Mickey, S & Neumann, Y. (2003). Differences between traditional and distance education academic performances: a meta-analytic approach. International Review of Research in Open and Distance Learning. 4 (2), 1-20. doi: 10.19173/ rode.v4i2.153.
Mohsenpour, K., H. (2017). Explaining the conceptual framework of promoting the culture of curriculum planning in universities and institutions of higher education in the Islamic Republic of Iran. Shahid Beheshti University. Ph.D. Thesis. [In Persian].
Mousavi, S. H., et al. (2020). The First COVID-19 Case in Afghanistan acquired from Iran. Publish Online March 23, 2020. https://doi.org/10.1016/S1473-3099 (20)30231-0.
O'Malley, J., McCraw, H. (1999). Student’s perceptions of distance learning, online learning, and the traditional classroom. Online J Dist. Learn Admin. 2, 1–10.
Olabiyi, T. D. (2015). Biology Curriculum Problems as Perceived by Secondary School Students. University of Ibadan.1-40. doi: 10.13140/RG.2.2.12563.30240/1.
Ortiz, P. A., (2020). Teaching in the time of COVID-19, Biochemistry and Molecular Biology Education, and State University of New York, Albany. Biochemist Mole Boil Educ. 48, 200-201.doi: 10.1002/bmb.21348.
Onyema, E. M., Nwafor, C. E., Faith, A. O., Shuvro, S., Fyneface G. A., Aabha. S., Alhuseen, O. A. (2020). Impact of Coronavirus Pandemic on Education, Journal of Education and Practice, 11 (13), 108-121. doi: 10.7176/JEP/11-13-12.
Petar, J., Aras. B., Miranda, M., and Sarah. H. (2020). Teaching in the Age of Covid-19.Postdigital. Post digital Science and Education. 3, 743–770. https://doi.org/10.1007/s42438-020-00169-6.
Pokhrel, S. and 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. doi: 10.1177/2347631120983481.
Ray, S. and Srivastava, S. (2020). Virtualization of science education: a lesson from the COVID 19 pandemic. Journal of Proteins and Proteomics. 11(2), 77–80. https://doi.org/10.1007/s42485-020-00038-7.
Roberts, D. J. M. (2021). How might Covid 19 affect the biology curricula of the future? Two principles for curriculum developers, Published Online 51, 279-283. dio: 10.1007/s11125-020-09531-9.
Rezaei, E., Yazdan, R., Maryam, G., Atene, F., and Mohammad Amin, A. (2016). The infrastructure attitude to strategic planning of information technology in organizations Marketing and Branding Research. Research Gate 3, 97-108. doi: 10.19237/MBR.2016.02.01
Rajaei, S. M. (2020). Examining the strengths and weaknesses of the new curriculum of biology education at Farhangian University compared to the previous curriculum, specialized scientific quarterly - research in biology education, 1 (1), pp. 5-14. [In Persian]
Supriya, K., Chris. M, Ariel, D. A., Joshua L. C., James, P. C., Katelyn, M. C., Paul, C. L., Tiffany. L., Amy, P., Rachel, A. St and Sara, E. B. (2021). Undergraduate Biology Students Received Higher Grades during COVID-19 but Perceived Negative Effects on Learning Frontiers in Education. Frontiers in Education. 6, https://doi.org/10.3389/feduc.2021.759624.
Shah, D. (2016) online education: should we take it seriously? Climacteric, 19(1), 3-6, doi: 10.3109/13697137.2015.1115314Shachar.
Taghizadeh, S., Haji, J. and Mohammadimehr, M. (2020). A Comparative Study of the Challenges and Opportunities of Higher Education in the Corona Pandemic in Iran and around the World. Journal of Nurse and Physician. 8 (27), 47-57. URL: http://npwjm.ajaums.ac.ir/article-1-804-en.html. [In Persian]
Victor, V. T and George, V. T. (2020). A new biological definition of life. BioMol Concepts. 11, 1–6. doi: https://doi.org/10.1515/bmc-2020-0001.
Velarde, V., Casado-Barragán, F., Thamar. M., Rands, VF and Gonzalez A. (2022). Home-based laboratory experiences during COVID-19 pandemic in undergraduate biochemistry students. Front. Educ. 7:965438. doi: 10.3389/feduc.2022.965438
Vivien, R and Emmanuel, A. (2021). Bioscience laboratory practicals, projects and placements in a Covid-19 world, Journal of Biological Education, DOI: 10.1080/00219266.2021.1941187
World Health Organization, Coronavirus Disease (COVID-19) Situation Report (2022). Available online at: https://www.who.int/docs/defaultsource/ (accessed September 9, 2022).
Yu, M. and Smith, S. M. (2021). Grounded theory: A guide for a new generation of researchers. International Journal of Doctoral Studies, 16, 553-568. https://doi.org/10.28945/4836.