Distance Education Effectiveness and Employability during and Post-COVID-19: A Longitudinal Study among University Students

Crisis-Based Remote Education: A Comprehensive Model

“…We categorized these papers as mid-term though some of these studies (e.g., Kraft et al, 2021;Olofsson et al, 2021;Sánchez-Cabrero et al, 2021;Wladis et al, 2021;Yee et al, 2022) coincidentally overlapped with the pandemic or were routine annual data collection points (e.g., Lindner et al, 2021;Shiratori et al, 2022) and were able to compare pre-COVID data with COVID data. For our analysis, we classified mid-term studies as having at least two data collection points during two sequential pandemic learning terms (i.e., Aparicio-Chueca et al, 2023;Azorín, 2020;Cobo-Rendon et al, 2021;Holzmann-Littig et al, 2022;Jandrić et al, 2021;Lobos et al, 2022;Moorhouse & Kohnke, 2021;Nabe-Nielsen, 2022;Nikolopoulou & Kousloglou, 2022;Oliveira et al, 2022;Tulaskar & Turunen, 2022;Stewart, Baek et al, 2022;Yagmur & Koksal, 2022). There were four "long-term" studies that ultimately had one pre-COVID and two COVID data points (see Garcia et al, 2021;Reuter et al, 2021;Sevimli, 2023;Whittaker & Pearson, 2021) that we ultimately considered as mid-term studies given our focus on longitudinal data only during COVID.…”