1- Hasöksüz M, Kilic S, Saraç F. Coronaviruses and sars-cov-2. Turkish journal of medical sciences. 2020; 50 (9):549-56.
2- Ranjbar K, Hosseinpour H, Shahriarirad R, Ghaem H, Jafari K, Rahimi T, Mirahmadizadeh A, Hosseinpour P. Students’ attitude and sleep pattern during school closure following COVID-19 pandemic quarantine: a web-based survey in south of Iran. Environmental health and preventive medicine. 2021 Dec; 26:1-0. [in Persian]
3- Uribe JC, Chirinos HL, Chirinos BG, Carbajal LA. Technology and Innovation Competencies in Hybrid Teaching. LEX. 2022:267.
4- Sen A, Tucker CE. Social distancing and school closures: documenting disparity in internet access among school children. Available at SSRN 3572922. 2020 Apr 10.
5- Mourtzis D, Panopoulos N, Angelopoulos J, Zygomalas S, Dimitrakopoulos G, Stavropoulos P. A hybrid teaching factory model for supporting the educational process in COVID-19 era. Procedia Cirp. 2021 Jan 1;104:1626-31.
6- Bardesi H, Al-Mashaikhi A, Basahel A, Yamin M. COVID-19 compliant and cost effective teaching model for King Abdulaziz University. International Journal of Information Technology. 2021 Aug; 13 (4):1343-56.
7- Ersin, P., Atay, D., & Mede, E. (2020). Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak. International Journal of TESOL Studies, 2(2), 112-124.
8- Pressley T, Ha C. Teaching during a pandemic: United States teachers' self-efficacy during COVID-19. Teaching and Teacher Education. 2021 Oct 1;106:103465.
9- شرفی, صباغ‌حسن‌زاده, طلعت, ظهور‌پرونده, وجیهه. بررسی ویژگی های الگوی برنامه درسی آموزش ترکیبی متاثر از نظریات یادگیری سه دیدگاه شناخت گرا، سازنده گرا و ارتباط گرا. چهارمین کنفرانس بین المللی پژوهش های مدیریت و علوم انسانی در ایران. 2019 Feb 20;1(1):745-66.
10- Hosseini, S. M., Shahhosseini, M. A., Fani, Ů. A., & Ahmadzehi, A. (2021). Developing and designing competency-based performance management elevation model on high school teacher in Iran: A mixed-method approach. Journal of Management and Planning In Educational System, 13(2), 195-236.
11- Mohammadi, M., Saberi, M., Salimi, G., & Nouri, N. (2018). A practical guide to meta-synthesis method for identifying professional competencies of teachers in teaching nature of science. Journal of Curriculum Studies, 13(50), 75.
12- Panduro-Ramirez J, Alanya-Beltran J, Ruiz-Salazar J, Muñoz-Soriano C, Solano DA, Illa-Sihuincha GP, Escobar BR. Digital Competencies For Hybrid Classroom Teaching In Latin American Universities: Systematic Review. Journal of Namibian Studies: History Politics Culture. 2023 May 22;33:1238-50.
13- Rosita, N., İr, S.A.U.N. and Mairi, S., 2019. Google Classroom for hybrid learning in senior high school. Journal of Learning and Teaching in Digital Age, 5(1), pp.35-41.
14- Fazeli Z, Vahedi M, Rahimi Z. Active Teaching in E-Learning from the Perspective of Elementary School Teachers: Methods, Consequences, and Challenges. Teaching and Learning Research. 2021 Apr 21;18(1):87-100.
15- گرکانی, دهقانی. شناسایی ابعاد و مؤلفه‌های تدریس اثربخش در آموزش مجازی اضطراری از نگاه معلمان دوره ابتدایی در دوره پاندمی کووید-19. پژوهش‌های آموزش و یادگیری. 2022 Feb 20;18(2):157-80.
16- عسگری مجره, بناهان قمی, احمدی, پروین. تاثیر آموزش ترکیبی بر مولفه های تفکر انتقادی دانش‌آموزان دختر پایه ی ششم ابتدایی. پژوهش‌های آموزش و یادگیری. 2022 Feb 20;18(2):115-29.
17- Sandelowski M, Barroso J. Handbook for synthesizing qualitative research. Springer publishing company; 2006 Jul 24.
18- Chenail RJ. Learning to appraise the quality of qualitative research articles: a contextualized learning object for constructing knowledge. Qualitative Report. 2011 Jan; 16(1):236-48.
19- Lincoln YS, Guba EG, Pilotta JJ. Naturalistic inquiry: Beverly Hills, CA: Sage Publications, 1985, 416 pp., $25.00 (Cloth).
20- Maxwell JA. The importance of qualitative research for causal explanation in education. Qualitative Inquiry. 2012 Oct;18(8):655-61.
21- Cole P. 1981. Radical pragmatics. New York: Academic Fress.
22- Mulhayatiah D, Sinaga P, Rusdiana D, Kaniawati I, Suhendi HY. Pedagogical and professional physics teacher training: why hybrid learning is important?. InJournal of Physics: Conference Series 2021 Mar 1 (Vol. 1806, No. 1, p. 012036). IOP Publishing.
23- Gil-Arias A, Claver F, Práxedes A, Villar FD, Harvey S. Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit. European Physical Education Review. 2020 Feb;26(1):36-53.
24- Bülow, M. W. (2022). Designing synchronous hybrid learning spaces: Challenges and opportunities. Hybrid learning spaces, 135-163.
25- Harahap DG, Nasution F, Nasution ES. Hybrid Learning: Learning Model during the Pandemic Period at State Elementary School 200301 Padangsidimpuan. InInternational Seminar Commemorating the 100th Annniversary of Tamansiswa 2022 Aug 15 (Vol. 1, No. 1, pp. 177-182).
26- Kovalevskaia N, Gilyazeva EN, Lobazova OF, Duborkina IA, Sokolova AP. Impact of digital services of hybrid cloud-based learning environment on efficiency of education. Revista Tempos E Espaços Em Educação. 2021;14(33).
27- Khan, U. R., Khan, G. M., & Arbab, K. (2021). Creating ‘COVID-safe’face-to-face teaching: Critical reflections on on-campus teaching during a pandemic. Journal of University Teaching & Learning Practice, 18(5), 9.
28- Moorhouse BL. Adaptations to a face-to-face initial teacher education course ‘forced’online due to the COVID-19 pandemic. Journal of education for teaching. 2020 Aug 7;46(4):609-11.
29- Daumiller M, Rinas R, Hein J, Janke S, Dickhäuser O, Dresel M. Shifting from face-to-face to online teaching during COVID-19: The role of university faculty achievement goals for attitudes towards this sudden change, and their relevance for burnout/engagement and student evaluations of teaching quality. Computers in Human Behavior. 2021 May 1;118:106677.
30- Wakui N, Abe S, Shirozu S, Yamamoto Y, Yamamura M, Abe Y, Murata S, Ozawa M, Igarashi T, Yanagiya T, Machida Y. Causes of anxiety among teachers giving face-to-face lessons after the reopening of schools during the COVID-19 pandemic: a cross-sectional study. BMC Public Health. 2021 Dec;21(1):1-0.
31- Caldana AC, Eustachio JH, Lespinasse Sampaio B, Gianotto ML, Talarico AC, Batalhão AC. A hybrid approach to sustainable development competencies: The role of formal, informal and non-formal learning experiences. International Journal of Sustainability in Higher Education. 2023 Jan 24;24(2):235-58.
32- Blackley S, Wilson S, Sheffield R, Murcia K, Brown P, Tang KS, Cooper M, Williams J. How have Covid-19-related changes to tuition modes impacted face-to-face initial teacher education students?. Issues in Educational Research. 2021 Jun;31(2):421-39.
33- Almanar, Muhammad Abduh. "The shifting of face to face learning to distance learning during the pandemic Covid-19." Globish (An English-Indonesian Journal for English, Education and Culture) 9, no. 2 (2020).
34- Marek MW, Chew CS, Wu WC. Teacher experiences in converting classes to distance learning in the COVID-19 pandemic. International Journal of Distance Education Technologies (IJDET). 2021 Jan 1;19(1):89-109.
35- García-Vera AB. Functional resignification and technological innovation as a digital teaching competence. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje. 2021 Jan 18;16(1):93-9.
36- Romero-Hall E, Ripine C. Hybrid Flexible Instruction: Exploring Faculty Preparedness. Online Learning. 2021 Sep;25(3):289-312.
37- Cherubini L. A unique hybrid problem-based learning model: Prospective teacher education and development. Journal of Advances in Education Research. 2020 May;5(2):60-9.
38- Zhang C. From face-to-face to screen-to-screen: CFL teachers’ beliefs about digital teaching competence during the pandemic. International Journal of Chinese Language Teaching. 2020 Jun 1;1(1):35-52.
39- Marshall DT, Shannon DM, Love SM. How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan. 2020 Nov;102(3):46-50.
40- Scull J, Phillips M, Sharma U, Garnier K. Innovations in teacher education at the time of COVID19: an Australian perspective. Journal of education for teaching. 2020 Aug 7;46(4):497-506.
41- Beason-Abmayr B, Caprette DR, Gopalan C. Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic. Advances in Physiology Education. 2021 Jun 1;45(2):384-9.
42- Souleles N, Laghos A, Savva S. From face-to-face to online: assessing the effectiveness of the rapid transition of higher education due to the coronavirus outbreak. InICERI2020 Proceedings 2020 (pp. 927-934). IATED.
43- Singh J, Steele K, Singh L. Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems. 2021 Dec;50(2):140-71.
44- Sutiah S, Slamet S, Shafqat A, Supriyono S. Implementation of distance learning during the covid-19 pandemic in faculty of education and teacher training. Cypriot Journal of Educational Science. 2020;15(1):1204-14.
45- König J, Jäger-Biela DJ, Glutsch N. 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. 2020 Aug 7;43(4):608-22.
46- Ellianawati E, Subali B, Khotimah SN, Cholila M, Darmahastuti H. Face to Face Mode vs. Online Mode: A Discrepancy in Analogy-Based Learning During COVID-19 Pandemic. Jurnal Pendidikan IPA Indonesia. 2021 Sep 29;10(3):368-77.
47- اسکندری نسب, ابوالمعالی, درتاج, باقری. تبیین شاخص های شایستگی معلمان متوسطه دور اول شهر کرج. فصلنامه آموزش و پرورش متعالی. 2023 Mar 21;3(1):31-44.
48- Tabatabayi, K. S. R., Qasemzade, A. A., & YarMohammadzadeh, P. (2023). Designing a model for the development of media literacy competence of English language teachers in the first and second secondary levels.
)