[
Alsadoon, H. (2023). The impact of gamification on student motivation and engagement: An empirical study. Dirasat: Educational Sciences, 50(2), 386–396. https://doi.org/10.35516/edu.v50i2.255
]Search in Google Scholar
[
Altınpulluk, H., Kesim, M., & Kurubacak, G. (2020). The usability of augmented reality in open and distance learning systems: A qualitative delphi study. Open Praxis, 12(2), 283–307. https://doi.org/10.5944/openpraxis.12.2.1017
]Search in Google Scholar
[
Alvarez-Bell, R. M., Wirtz, D., & Hui Bian. (2017). Identifying keys to success in innovative teaching: Student engagement and instructional practices as predictors of student learning in a course using a team-based learning approach. Teaching & Learning Inquiry, 5(2), 128–146. https://doi.org/10.20343/teachlearninqu.5.2.10
]Search in Google Scholar
[
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications, Inc.
]Search in Google Scholar
[
Dicheva, D., Dichev, C., & Irwin, K. (2018). Motivational factors in educational gamification. 2018 IEEE 18th International Conference on Advanced Learning Technologies (ICALT), India, 408-410. doi: 10.1109/ICALT.2018.00102.
]Search in Google Scholar
[
Eadens, D. W., Maddock, D., Thornburg, A. W., & Abernathy, D. F. (2022). K-12 teacher perspectives on the pandemic pivot to online teaching and learning. Journal of Pedagogical Research, 6(1), 131–151. https://dx.doi.org/10.33902/JPR.2022175776
]Search in Google Scholar
[
Ekmekci, A., & Serrano, D. M. (2022). The impact of teacher quality on student motivation, achievement, and persistence in science and mathematics. Education Sciences, 12(10), 649–N.PAG. https://doi.org/10.3390/educsci12100649
]Search in Google Scholar
[
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
]Search in Google Scholar
[
Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). New York, NY: Holt, Rinehart & Winston.
]Search in Google Scholar
[
García-López, I. M., Acosta-Gonzaga, E., & Ruiz-Ledesma, E. F. (2023). Investigating the impact of gamification on student motivation, engagement, and performance. Education Sciences, 13(8), 813. https://doi.org/10.3390/educsci13080813
]Search in Google Scholar
[
Gherghel, C., Yasuda, S., & Kita, Y. (2023). Interaction during online classes fosters engagement with learning and self-directed study both in the first and second years of the COVID-19 pandemic. Computers & Education, 200. https://doi.org/10.1016/j.compedu.2023.104795
]Search in Google Scholar
[
Gray, J. A., & DiLoreto, M. (2018). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 1-20. https://files.eric.ed.gov/fulltext/EJ1103654.pdf
]Search in Google Scholar
[
Gul, R., & Rafique, M. (2017). Teachers preferred approaches towards multiple intelligence teaching: Enhanced prospects for teaching strategies. Journal of Research & Reflections in Education (JRRE), 11(2), 197–203. https://www.ue.edu.pk/jrre/articles/1100118.pdf
]Search in Google Scholar
[
Gurvitch, R., & Gi-cheol Kim. (2023). Enhancing online instruction through better interactions. Journal of Educators Online, 20(4), 102–109. https://doi.org/10.9743/jeo.2023.20.4.9
]Search in Google Scholar
[
Hamilton, R. J. (1997). Effects of three types of elaboration on learning concepts from text. Contemporary Educational Psychology, 22(3), 299. https://doi.org/10.1006/ceps.1997.0935
]Search in Google Scholar
[
Hasson, F., Keeney, S., & McKenna, H. (2000). Research guidelines for the delphi survey technique. Journal of Advanced Nursing (Wiley-Blackwell), 32(4), 1008–1015. https://doi.org/10.1046/j.1365-2648.2000.t01-1-01567.x
]Search in Google Scholar
[
Hansson, P. (2021). Teaching practice online: challenges in Japan, India and Kenya under pandemic. IAFOR Journal of Education, 9(2), 77–91. https://iafor.org/journal/iafor-journal-of-education/volume-9-issue-2/article-5/
]Search in Google Scholar
[
Ilona Huszti, Márta Fábián, Ilona Lechner, & Erzsébet Bárány. (2021). Assessing language learners’ knowledge and performance during covid-19. Central European Journal of Educational Research, 3(2). 38-46. https://doi.org/10.37441/cejer/2021/3/2/9245
]Search in Google Scholar
[
Ira, G. Ö., İra, N., Güngörc, Ş., Çakır, P., & Aksu, A. (2024). Access of primary school students to information and communication technologies in Turkey. Research on Education & Media, 16(1), 45–55. https://doi.org/10.2478/rem-2024-0007
]Search in Google Scholar
[
Järvinen, J., Ketonen, E. E., Hietajärvi, L., & Salmela-Aro, K. (2022). From high peaks to deep valleys: Using a situation- and person-oriented approach to assess within- and between-student variation in momentary engagement and disengagement. Learning and Instruction, 82. 1-11. https://doi.org/10.1016/j.learninstruc.2022.101685
]Search in Google Scholar
[
Linstone, H. & Turoff, M. (1975). The Delphi Method: Techniques and applications. Addison-Wesley.
]Search in Google Scholar
[
Liverano, G. (2004). The educational potential of collaborative writing mediated by digital technology in times of pandemic: A scoping review. Research on Education and Media, Sciendo, 16(1), 64-75. https://doi.org/10.2478/rem-2024-0009
]Search in Google Scholar
[
Lodge, J. M., & Harrison, W. J. (2019). The role of attention in learning in the digital age. The Yale Journal of Biology and Medicine, 92(1), 21–28. https://pubmed.ncbi.nlm.nih.gov/30923470/
]Search in Google Scholar
[
Luo, N., Li, H., Zhao, L., Wu, Z., & Zhang, J. (2022). Promoting student engagement in online learning through harmonious classroom environment. Asia-Pacific Education Researcher (Springer Science & Business Media B.V.), 31(5), 541–551. https://doi.org/10.1007/s40299-021-00606-5
]Search in Google Scholar
[
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24059/olj.v22i1.1092
]Search in Google Scholar
[
Marzano, R. J. (2009). Setting the Record STRAIGHT on “High-Yield” Strategies. Phi Delta Kappan, 91(1), 30–37. https://doi.org/10.1177/003172170909100105
]Search in Google Scholar
[
Merve, U., & Çağanağa, C. (2022). Opinions of teachers on distance education applications in english language teaching policies in Northern Cyprus during the COVID-19 pandemic. Frontiers in Psychology, 13. 1-9. https://doi.org/10.3389/fpsyg.2022.868198
]Search in Google Scholar
[
Meyer, K. A. (2014). Student engagement in online learning: What works and why. ASHE Higher Education Report, 40(6), 1–114. https://doi.org/10.1002/aehe.20018
]Search in Google Scholar
[
Powell, L. & McGuigan, N. (2020). Teaching, virtually: A critical reflection. Accounting Research Journal, 34(3), 335–344. https://doi.org/10.1108/ARJ-09-2020-0307
]Search in Google Scholar
[
Rani, K. J., Kranthi, T., & Anjaneyulu, G. (2022). Teaching and learning English as a foreign/second language: Importance of learning strategies. Language in India, 22(1), 106–110. http://www.languageinindia.com/jan2022/dranjaneyulueflandslteachinglearning.pdf
]Search in Google Scholar
[
Skulmoski, G. J., Hartman, F. T., & Krahn, J. (2007). The delphi method for graduate research. Journal of Information Technology Education, 6, 1–21. https://doi.org/10.28945/199
]Search in Google Scholar
[
Stobaugh, R., Mittelberg, J., & Huang, X. (2020). Examining K–12 students’ perceptions of student teacher effectiveness. Teacher Development, 24(2), 274–292. https://doi.org/10.1080/13664530.2020.1739740
]Search in Google Scholar
[
Tomaszewski, W., Xiang, N., Huang, Y., Western, M., McCourt, B., & McCarthy, I. (2022). The impact of effective teaching practices on academic achievement when mediated by student engagement: Evidence from Australian high schools. Education Sciences, 12(5), 1–14. https://doi.org/10.3390/educsci12050358
]Search in Google Scholar
[
Wilson, S. D. (2018). Leading edge online classroom education: Incorporating best practices beyond technology. American Journal of Business Education, 11(3), 41–48. https://doi.org/10.19030/ajbe.v11i3.10187
]Search in Google Scholar
[
Xu, J. (2018). Toolbox of teaching strategies in nurse education. Chinese Nursing Research, 3(2), 54–57. https://doi.org/10.1016/j.cnre.2016.06.002
]Search in Google Scholar
[
Zayapragassarazan Z. (2020). COVID-19: Strategies for online engagement of remote learners. F1000Research, 9:246. https://doi.org/10.7490/f1000research.1117835.1
]Search in Google Scholar