Aguilera-Hermida, A. P. (2020). [College students’ use and acceptance of emergency online learning due to COVID-19]. International journal of educational research open, 1, 100011.
Alexiou, T & Michalopoulou, T. (2022). [Digging deeper: Investigating the emotional impact of online learning on university students during COVID19 in Greece]. Research Papers in Language Teaching & Learning, 12(1).
Allcoat, D & von Mühlenen, A. (2018). [Learning in virtual reality: Effects on performance, emotion and engagement]. Research in Learning Technology, 26.annurev-psych-122216-011854.
Araghiyanmojarad F, Jouybari L, Jouybari L, Yaghobi T. [Virtual exam fraud and prevention strategies]. Iranian Journal of Medical Education; 21: 281-282.
Arguedas, M. Daradoumis, T. Xhafa, F. (2016). [Analyzing the effects of emotion management on time and self-management in computer-based learning, Computers in Human Behavior], Volume 63, Pages 517-529.
Arguel, A. Lockyer, L. Kennedy, G. Lodge, J. M & Pachman, M. (2019). [Seeking optimal confusion: A review on epistemic emotion management in interactive digital learning environments]. Interactive Learning Environments, 27(2), 200–210
Askari, V & Jafari, A. (2020). The role of social networks in the quality of electronic learning during the Corona pandemic (Case study: Higher Education). Journal of Educational Psychology Skills, 12(2). persian
Bazargan, A. (2018). Introduction to qualitative and mixed methods research: Common approaches in behavioral sciences. Didar Publications. persian
Bylieva, D. Hong, J. C. Lobatyuk, V & Nam, T. (2021). [Self-regulation in E-learning environment]. Education Sciences, 11(12), 785.
Çakıroğlu, Ü. (2014). [Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course]. International Review of Research in Open and Distributed Learning, 15(4), 161-185.
Capdeferro, N & Romero, M. (2012). [Are online learners frustrated with collaborative learning experiences?]. International Review of Research in Open and Distributed Learning, 13(2), 26-44.
Cassady, J. C & Gridley, B. E. (2005). [The effects of online formative and summative assessment on test anxiety and performance]. The Journal of Technology, Learning and Assessment, 4(1).
CH’NG, L. K. (2019). [Learning emotions in e-learning: how do adult learners feel?]. Asian Journal of Distance Education, 14(1), 34-46.
Cheng, S. Huang, J. C & Hebert, W. (2023). Profiles of vocational college students’ achievement emotions in online learning environments: Antecedents and outcomes. Computers in Human Behavior, 138, 107452.
Chiu, T. K. F & Hew, T. K. F. (2018). [Asynchronous online discussion forum in MOOCs: Does openness matter for peer learning and performance]. Australasian Journal of Educational Technology, 34(4), 16-28.
Corbin, J & Strauss, A. (2015). Basics of qualitative research (4th ed). California: Sage Publications.
Corbin, J & Strauss, A. L. (2008). Basics of qualitative research (3rd ed).Thousand Oaks, CA: SAGE Publications.
Costado Dios, M. T & Piñero Charlo, J. C. (2021). [Face-to-face vs. E-learning models in the covid-19 era: Survey research in a Spanish university]. Education Sciences, 11(6), 293.
Curelaru, M. Curelaru, V & Cristea, M. (2022). [Students’ perceptions of online learning during COVID-19 pandemic: A qualitative approach]. Sustainability, 14(13), 8138.
D’Errico F. Paciello M., Cerniglia L. (2016), [When emotions enhance students’ engagement in e-learning processes], Journal of e-Learning and Knowledge Society, v.12, n.4, 9-23.
Driessen, E. Beatty, A. Stokes, A. Wood, S & Ballen, C. (2020). [Learning principles of evolution during a crisis: An exploratory analysis of student barriers one week and one month into the COVID‐19 pandemic]. Ecology and evolution, 10(22), 12431-12436.
Ebrahimi, A. Alishah, M & Zamani Pour, A. (2021). Identifying and analyzing opportunities and challenges of virtual education from the perspective of students. New Educational Approaches, 16(2), 15-31. persian
Eftekhar, H & Shamsi, E. (2023). Exploring the lived experiences of students at the University of Teacher Education with the University of Teacher Education’s Learning Management System (LMS). Technology and Scholarship in Education, 3(3), 37-52. persian
Fang, J. Brown, G. T & Hamilton, R. (2023). [Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self‐loathing in comparison]. British Journal of Educational Psychology, 93(1), 245-261.
Frostkho, M. (2018). Qualitative research with an emphasis on grounded theory. Aghah Publications. 5th ed. persian
Ghorbanpour Lamejani, S. (2021). Examining the lived experiences of students from virtual education during the COVID-19 pandemic. Rooyesh-e Ravanshenasi Scientific Journal, 10(8), 33-44. persian
Giray, G. (2021). [An assessment of student satisfaction with e-learning: An empirical study with computer and software engineering undergraduate students in Turkey under pandemic conditions]. Education and Information Technologies, 26(6), 6651-6673.
Gopal, R. Singh, V & Aggarwal, A. (2021). [Impact of online classes on the satisfaction and performance of students during the pandemic period of COVID 19]. Education and Information Technologies, 26(6), 6923-6947.
Guimerá Vila, A. (2022). [Relationship between academic emotions and performance in university students]. A narrative review.
Händel, M. Stephan, M. Gläser-Zikuda, M. Kopp, B. Bedenlier, S & Ziegler, A. (2020). [Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic]. Journal of Research on Technology in Education, 54(2), 267-280.
Hilliard, J. Kear, K. Donelan, H & Heaney, C. (2020). [Students’ experiences of anxiety in an assessed, online, collaborative project]. Computers & Education, 143, 103675.
Howcroft, J & Mercer, K. (2022). [‘What if my Wi-Fi crashes during an exam? ’First-year engineering student perceptions of online learning during the COVID-19 pandemic]. European Journal of Engineering Education, 47(3), 501-515.
Huang, C. Q. Han, Z. M. Li, M. X. Jong, M. S. Y & Tsai, C. C. (2019). Investigating students' interaction patterns and dynamic learning sentiments in online discussions. Computers & Education, 140, 103589.
Jafari, H. Homayouni-Bakhshaei, M & Alemolhadi, S. (2021). Students’ lived experiences of fairness in virtual education courses. Educational Technology, 15(2), 222-238. persian
Jiang, M & Koo, K. (2020). [Emotional presence in building an online learning community among non-traditional graduate students]. Online Learning, 24(4), 93-111.
Kee, C. E. (2021). [The impact of COVID-19: Graduate students’ emotional and psychological experiences]. Journal of human behavior in the social environment, 31(1-4), 476-488.
Kurniasih, D. N & Suryaman, M. (2022). [An Analysis of Students Emotions on Online Learning During Pandemic Covid-19]. Jurnal Ilmiah Mandala Education, 8(2).
Lai, C. S. Au, K. M & Low, C. S. (2021). [Beyond Conventional Classroom Learning: Linking Emotions and Self-Efficacy to Academic Achievement and Satisfaction with Online Learning during the COVID-19 Pandemic]. Journal of Education and e-Learning Research, 8(4), 367-374.
Lawson, A. P. Mayer, R. E. Adamo-Villani, N. Benes, B., Lei, X., & Cheng, J. (2021). [Do learners recognize and relate to the emotions displayed by virtual instructors?]. International Journal of Artificial Intelligence in Education, 31, 134-153.
Lee, J. Y & Chei, M. J. (2020). [Latent profile analysis of Korean undergraduates’ academic emotions in e-learning environment]. Educational Technology Research and Development, 68(3), 1521-1546.
Lee, J. Song, H. D & Hong, A. J. (2019). [Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning]. Sustainability, 11(4), 985.
Lin, C. I. Tang, W. H & Kuo, F. Y. (2012). [“Mommy Wants to Learn the Computer” How Middle-Aged and Elderly Women in Taiwan Learn ICT Through Social Support]. Adult Education Quarterly, 62(1), 73-90.
Malik, M & Javed, S. (2021). [Perceived stress among university students in Oman during COVID-19-induced e-learning]. Middle East Current Psychiatry, 28(1), 49.
Martín-Rodríguez, Ó. Fernández-Molina, J. C., Montero-Alonso, M. Á & González-Gómez, F. (2015). [The main components of satisfaction with e-learning]. Technology, Pedagogy and Education, 24(2), 267-277.
Mayer, R. E. (2020). [Searching for the role of emotions in e-learning]. Learning and Instruction, 70, 101213.
Mohammadpour, A. (2012). Anti-method qualitative research. Volume 1. Sociologists Publications. persian
Nambiar, D. (2020). [The impact of online learning during COVID-19: students’ and teachers’ perspective]. The International Journal of Indian Psychology, 8(2), 783-793.
Nortvig, A. M. Petersen, A. K & Balle, S. H. (2018). [A literature review of the factors influencing e learning and blended learning in relation to learning outcome, student satisfaction and engagement]. Electronic Journal of E-learning, 16(1), pp46-55.
Ovaghi, A. Eslami, M & Zare, A. (2022). Explaining student retention based on technology quality and internet quality in the electronic learning environment. Technology and Research in Education, 2(1), 39-44. persian
Pekrun, R. (2018). [Control-value theory: A social-cognitive approach to achievement emotions]. Big theories revisited, 2, 162-190.
Pekrun, R. Goetz, T. Titz, W and Perry, R. P. (2002). [Academic emotions in students’ self-regulated learning and achievement: a program of qualitative and quantitative research]. Educ. Psychol. 37, 91–105.
Plass, J. L & Kalyuga, S. (2019). [Four ways of considering emotion in cognitive load theory]. Educational Psychology Review, 31, 339-359.
Rienties, B & Rivers, B. A. (2014). Measuring and Understanding Learner Emotions: Evidence and Prospects. In: LACE review papers. Milton Keynes: LAC.
Rodriguez, P. Ortigosa, A & Carro, R. M. (2012, July). [Extracting emotions from texts in e-learning environments]. In 2012 Sixth International Conference on Complex, Intelligent, and Software Intensive Systems (pp. 887-892). IEEE.
Şahin, F & Şahin, Y. L. (2021). [Examining the acceptance of e-learning systems during the pandemic: The role of compatibility, enjoyment and anxiety]. International Technology and Education Journal, 5(1), 01–10
Şahin, F. Doğan, E. Okur, M. R & Şahin, Y. L. (2022). [Emotional outcomes of e-learning adoption during compulsory online education]. Education and Information Technologies, 1-23.
Sakkir, G. Dollah, S & Ahmad, J. (2021). [E-learning in covid-19 situation: students’ perception. EduLine]: Journal of Education and Learning Innovation, 1(1), 9-15.
Shuck, B. Albornoz, C &Winberg, M. (2013). [Emotions and their effect on adult learning: A constructivist perspective.
Slack, H. R & Priestley, M. (2022). [Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being]. Assessment & Evaluation in Higher Education, 1-17.
Strauss, A. L & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage Publications.
Strauss, A & Corbin, J. (2011). Bases of qualitative research: Techniques and stages of grounded theory development. Translated by Ebrahim Afshar. Ney Publications. persian
Theobald, M. Breitwieser, J. Murayama, K. Brod, G. (2021). [Achievement emotions mediate the link between goal failure and goal revision: Evidence from digital learning environments]. Computers in Human Behavior, Volume 119.
Tian, F. Gao, P. Li, L. Zhang, W. Liang, H. Qian, Y & Zhao, R. (2014). [Recognizing and regulating e-learners’ emotions based on interactive Chinese texts in e-learning systems]. Knowledge-Based Systems, 55, 148-164.
Torres, I. Statti, A & Torres, K. M. (2022). [Emotion and online learning]. In Online Distance Learning Course Design and Multimedia in E-Learning (pp. 81-113). IGI Global.
Wu, R & Yu, Z. (2022). [Exploring the effects of achievement emotions on online learning outcomes: A systematic review]. Frontiers in psychology, 13, 977931.
Xie, K. Lu, L. Cheng, S. L & Izmirli, S. (2020). [The interactions between facilitator identity, conflictual presence, and social presence in peer-moderated online collaborative learning]. In Social Presence and Identity in Online Learning (pp. 94-108). Routledge.
Yeung, M. W & Yau, A. H. (2022). [A thematic analysis of higher education students’ perceptions of online learning in Hong Kong under COVID-19: Challenges, strategies and support]. Education and Information Technologies, 1-28.
Yu, J. Huang, C. Han, Z. He, T & Li, M. (2020). [Investigating the influence of interaction on learning persistence in online settings: Moderation or mediation of academic emotions?]. International journal of environmental research and public health, 17(7), 2320.
Zembylas, M. Theodorou, M & Pavlakis, A. (2008). [The role of emotions in the experience of online learning: Challenges and opportunities]. Educational Media International, 45(2), 107-117.
Zhao, S & Song, J. (2022). [Unpacking the emotional experiences of learners in a blended learning context]. Frontiers in Psychology, 13.