Abbasi, F., Hejaz, G., & Hakimzade, R. (2020). Lived experience of elementary school teachers about the opportunities and challenges of teaching in the educational network of students (Shad): A phenomenological study. Journal of Research in Teaching, 8(3), 1-24. [In Persian]
Alborzi, M., Mohammadi, M., Naseri Jahormi, R., Safari, M., & Mirghafari, F. (2021). Primary school teachers' experiences of the challenges of changing traditional education to virtual education during the outbreak of the Corona virus. Studies in Learning and Instruction, 13(1), 1-19. [In Persian]
Bartolic, S. K., Boud, D., Agapito, J., Verpoorten, D., Williams, S., Lutze-Mann, L., … & Guppy, N. (2021). A multi-institutional assessment of changes in higher education teaching and learning in the face of COVID-19. Educational Review, 74(3), 517–533.
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-COV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4), 1-9.
Bonderud, D. (2021). What role will hybrid learning play in the future of K–12 education? Retrieved 2021, February 10, from https://edtechmagazine.com/k12/article/2021/02/what-role-will-hybrid-learning-play-future-k-12-education-perfcon
Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: Curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623.
Christensen, C. M., Horn, M. B., & Staker, H. (2013). Is K-12 blended learning disruptive? An introduction to the theory of hybrids. Boston: Clayton Christensen Institue.
Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons and evaluative criteria. Zeitschrift für Soziologie, 19(6), 418-427.
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th Ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research. Upper Saddle River, NJ: Merrill/Pearson Education
Gamage, K. A. A., Gamage, A., & Dehideniya, S. C. P. (2022). Online and hybrid teaching and learning: Enhance effective student engagement and experience. Education Sciences, 12(10), 1-13.
Ghafourifard, M. (2020). The promotion of virtual education in Iran: The potential which turned into reality by coronavirus. Iranian Journal of Medical Education, 20, 33-34. [In Persian]
Ghorbanizadeh, V., Hassan Nangir, H., & Roodsaz, H. (2013). Meta-analysis of effecting factors on the information technology acceptance in Iran. Management Researches in Iran, 17(2), 177-196. [In Persian]
Greenhow, C., Graham, C. R. & Koehler, M. J. (2022). Foundations of online learning: Challenges and opportunities, Educational Psychologist, 57(3), 131-147.
Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 163-194). Sage Publications, Inc.
Hajizadeh, A., Azizi, G., & Keyhan, J. (2021). Analyzing the opportunities and challenges of e-learning in the Corona era: An approach to the development of e-learning in the post-Corona. Journal of Teaching Research, 9(1), 174-204. [In Persian]
Hassani, M., Gholam Azad, S., & Naveedy, A. (2021). Iranian teachers' lived experience of virtual teaching in the early days of the coronavirus epidemic. Information and Communication Technology in Educational Sciences, 12(45), 87-107. [In Persian]
Heriot-Watt Learning and Teaching Academy. (2022). Teaching on-campus and online simultaneously. Heriot-Watt University.
Hero J. L. (2020). Exploring the principal's technology leadership: Its influence on teachers' technological proficiency. Online Submission, 4(6), 4-10.
Huang, J., & Yoon, D. (2023, April). Paradigm model of online learning experience during COVID-19 crisis in higher education. Frontiers in Education, 8, 1101160
Linder, K. E (2017). Fundamentals of hybrid teaching and learning. New Directions for Teaching and Learning, 149, 11–18.
Longhurst, G. J., Stone, D. M., Dulohery, K., Scully, D., Campbell, T., & Smith, C. F. (2020). Strength, Weakness, Opportunity, Threat (SWOT) analysis of the adaptations to anatomical education in the United Kingdom and Republic of Ireland in response to the Covid‐19 pandemic. Anatomical Sciences Education, 13(3), 301-311.
Luthra, P., & Mackenzie, S. (2020, Mar 30). 4 Ways COVID-19 could change how we educate future generations. World Economic Forum. http://www.weforum.org/agenda/2020/03/4-ways-covid-19-education-future-generations/
Macaruso, P., Wilkes, S., & Prescott, J. E. (2020). An investigation of blended learning to support reading instruction in elementary schools. Educational Technology Research and Development, 68, 2839–2852.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington DC: US Department of Education.
Mohammadi, M., Keshvarzi, F., Naseri Jahromi, R., Naseri Jahromi, R., Hesampour, Z., Mirghafari, F., & Ebrahimi, S. (2020). Analyzing the parents’ experiences of first course elementary school students from the challenges of virtual education with social networks in the time of Corona virus outbreak. Journal of Educational Research, 7(40), 74-101. [In Persian]
Mosayebi, M., Rezapour Mirsaleh, Y., & Behjati, F. (2021). The problems and challenges of virtual education in the elementary school during the outbreak of Coronavirus. Quarterly Journal of Education Studies, 7(27), 87-108. [In Persian]
Naghizadeh, M., & Ramezan Nejad, K. (2022). Hybrid education is a solution for today's needs of schools. Tehran: Merat Learning Schools. [In Persian].
Olsen, W. (2004). Triangulation in social research: Qualitative and quantitative methods can really be mixed. In M. Holborn (Ed.), Developments in Sociology (pp. 1-30). Ormskirk: Causeway Press.
Ranjbar, Z., & Amirizadeh, S. (2017). An approach on the necessity of using electronic education in education. Journal of Science and Engineering Elites, 3(5), 42-49. [In Persian]
Saichaie, K. (2020). Blended, flipped, and hybrid learning: Definitions, developments, and directions. New Directions for Teaching and Learning, 164, 95-104.
Shea, P., Richardson, J., & Swan, K. (2022). Building bridges to advance the community of inquiry framework for online learning. Educational Psychologist, 57(3), 148-161.
Siegelman, A. (2019). Blended, hybrid, and flipped courses: What’s the difference? Center for the Advancement of Teaching.
Simonova, I. Faltynkova, L. & Kostolanyova, K. (2023). New blended learning enriched after the COVID-19 experience? Students’ Opinions. Sustainability, 15, 5093.
Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
Strauss, A., & Corbin, J. (1994). Grounded theory methodology: an overview. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273-285). Newbury Park, CA: Sage Publications, Inc.
Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. Thousand Oaks, CA: Sage publications.
Todd, R. W. (2020). Teachers’ perceptions of the shift from the classroom to online teaching. International Journal of TESOL Studies, 2(2), 4-16
Traynor, M. (2015). Focus group research. Nursing Standard, 29(37), 44-48.
Wei, H. C., & Chou, C. (2020). Online learning performance and satisfaction: Do perceptions and readiness matter? Distance Education, 41(1), 48-69.
West, H., Hill, J., Abzhaparova, A., Cox, W., & Alexander, A. (2023). Pandemic pedagogies: Reflecting on online learning using the community of inquiry framework. Journal of Geography in Higher Education, 1-20.
Wijaya, M. M., & Budiman, M. (2021). Character development based on hybrid learning in the post-pandemic era. Jurnal At-Ta’dib, 16(2), 170-179.