[1] Abuhammad, S. (2020). Barriers to distance learning during the COVID-19 outbreak: A qualitative review from parents’ perspective. Heliyon, e05482.
[2] Acharya, L., Jin, L., & Collins, W. (2018). College life is stressful today–Emerging stressors and depressive symptoms in college students. Journal of American College Health, 66(7), 655–664. https://doi.org/10.10 80/07448481.2018.1451869
[3] Aljaraideh, Y., & Al Bataineh, K. (2019). Jordanian Students’ Barriers of Utilizing Online Learning: A Survey Study. In International Education Studies (Vol. 12, Issue 5, pp. 99–108). https://doi.org/10.5539/ ies.v12n5p99
[4] Anwar, M., Khan, A., & Sultan, K. (2020). The Barriers and Challenges Faced by Students in Online Education during COVID-19 Pandemic in Pakistan. Gomal University Journal of Research, 36(1), 52–62.
[5] Bacow, L. S., Bowen, W. G., Guthrie, K. M., Long, M. P., & Lack, K. A. (2012). Barriers to adoption of online learning systems in US higher education. Ithaka New York, NY.
[6] Barbera, E., Clara, M., & Linder-Vanberschot, J. A. (2013). Factors influencing student satisfaction and perceived learning in online courses. E-Learning and Digital Media, 10(3), 226–235.
[7] Bates, A. W. (2001). Beyond button-pushing: Using technology to improve learning. In R. Epper & A. W. Bates (Eds.). Teaching Faculty How to Use Technology: Best Practices from Leading Institutions, 141–152.
[8] Bates, T. (2014). A short history of educational technology. Retrieved March 24th, 2021, from https://www. tonybates.ca/2014/12/10/a-short-history-ofeducational-technology/
[9] Baticulon, R. E., Sy, J. J., Alberto, N. R. I., Baron, M. B. C., Mabulay, R. E. C., Rizada, L. G. T., Tiu, C. J. S., Clarion, C. A., & Reyes, J. C. B. (2021). Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines. Medical Science Educator, 1–12.
[10] Bolatov, A. K., Seisembekov, T. Z., Askarova, A. Z., Baikanova, R. K., Smailova, D. S., & Fabbro, E. (2021). Online-Learning due to COVID-19 Improved Mental Health Among Medical Students. Medical Science Educator, 31(1), 183–192. https://doi.org/10.1007/s40670-020-01165-y
[11] Bui, K. T. & Pham, L. (2015). Ảnh hưởng của chất lượng dịch vụ đào tạo tới sự hài lòng và lòng trung thành của sinh viên trong đào tạo trực tuyến (Impacts of training service quality on student satisfaction and loyalty in online education). Vietnam Journal of Economics and Development, 222, 87–96.
[12] Cheok, M. L., Wong, S. L., Ayub, A. F., & Mahmud, R. (2017). Teachers’ Perceptions of E-Learning in Malaysian Secondary Schools. Malaysian Online Journal of Educational Technology, 5(2), 20–33.
[13] Ching-Hsue Cheng, Y.-C. W. & W.-X. L. (2019). Exploring the Related Factors in Students Academic Achivement for the Sustainable Education of Rural Areas. Sustainability, 11(21), 5974.
[14] Cho, M.-H., & Tobias, S. (2016). Should instructors require discussion in online courses? Effects of online discussion on community of inquiry, learner time, satisfaction, and achievement. International Review of Research in Open and Distributed Learning, 17(2), 123–140.
[15] Deming, D. J., Goldin, C., Katz, L. F., & Yuchtman, N. (2015). Can online learning bend the higher education cost curve? American Economic Review, 105(5), 496–501.
[16] Dinh, L. P., & Nguyen, T. T. (2020). Pandemic, social distancing, and social work education: students’ satisfaction with online education in Vietnam. Social Work Education, 39(8), 1074–1083. https://doi.org/10 .1080/02615479.2020.1823365
[17] Do Viet Tuan et al. (2020). Các nhân tố ảnh hưởng đến hiệu quả học tập trực tuyến - Một nghiên cứu thực nghiệm ở một số trường học tại Hà Nội trong bối cảnh học tập đối phó đại dịch COVID-19 (Factors affectiveness of online learning. An empirical study done at serveral of educationa. Journal of Education Management, 12(3), 101–113.
[18] Downs, N., Galles, E., Skehan, B., & Lipson, S. K. (2018). Be True to Our Schools—Models of Care in College Mental Health. Current Psychiatry Reports, 20(9), 72. https://doi.org/10.1007/s11920-018-0935-6
[19] Fawaz, M., & Samaha, A. (2021). E‐learning Depression, anxiety, and stress symptomatology among Lebanese university students during COVID‐19 quarantine. Nursing Forum, 56(1), 52–57.
[20] Fish, W. W., & Gill, P. B. (2009). Perceptions of Online Instruction. Online Submission, 8(1).
[21] Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20–30.
[22] Hartmann, S. B., Nygaard, L. Q. V., Pedersen, S., & Khalid, M. S. (2017). The potentials of using cloud computing in schools: A systematic literature review. The Turkish Online Journal of Educational Technology, 16(1), 190–202.
[23] Hechter, R. P., & Vermette, L. A. (2013). Technology integration in K-12 science classrooms: An analysis of barriers and implications. Themes in Science and Technology Education, 6(2), 73–90.
[24] Hien Minh. (2021). Bộ trưởng Y tế cảnh báo nguy cơ đợt dịch COVID-19 thứ 4. Retrieved March 26th, 2021, from Http://Baochinhphu.Vn/. http://baochinhphu. vn/Suc-khoe/Bo-truong-Y-te-canh-bao-nguy-co-dotdich-COVID19-thu-4/426864.vgp
[25] José Hanham et al. (2021). The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring. Computers & Education, 172. https://doi.org/https:// doi.org/10.1016/j.compedu.2021.104252
[26] Kaliisa, R., & Picard, M. (2017). A systematic review on mobile learning in higher education: The African perspective. TOJET: The Turkish Online Journal of Educational Technology, 16(1).
[27] Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4–29.
[28] Lewis, S. (2011). Local implementation of online high school German courses: The influence of local support on student achievement. Oklahoma State University.
[29] Lloyd, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-perceived barriers of online education. Journal of Online Learning and Teaching, 8(1).
[30] Luong Dinh Hai et al. (2020). Nhận thức và thái độ của sinh viên đối với việc học tập thông qua các công cụ hội nghị trực tuyến trong bối cảnh đại dịch COVID-19 (Perceived and attitude of students to online learning through video conferencing tools in COVID-19 pandemic context). Vietnam Journal of Education, 480, 60–64.
[31] Ly, P. T. K. (2020). Đào tạo đáp ứng yêu cầu trong giai đoạn bình thường mới tại trường THCS FPT (Training to meet requirements in the new normal period at FPT Secondary School). Journal of Education Management, 12(11).
[32] Maheshwari, G. (2021). Factors affecting students’ intentions to undertake online learning: an empirical study in Vietnam. Education and Information Technologies, 1–21. https://doi.org/10.1007/s10639- 021-10465-8
[33] Mailizar et al. (2020). Secondary School Mathematics Teachers’ Views on E-Learning Implementation Barriers during the COVID-19 Pandemic: The Case of Indonesia. Eurasia Journal of Mathematics, Science and Technology Education, 16(7). https://doi. org/https://doi.org/10.29333/ejmste/8240
[34] Manion, J. L. (2019). A mixed methods investigation of student achievement and satisfaction in traditional versus online learning environments. Lindenwood University.
[35] Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers and Education, 159(4), 104009. https://doi.org/https://doi.org/10.1016/j. compedu.2020.104009
[36] Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j. iheduc.2010.10.001
[37] Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29–48.
[38] Mustafa, D. F., Khursheed, A., Rizvi, S. M. U., Zahid, A., & Akhtar, A. (2020). Factors influencing online learning of university students under the COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, 15, 342–359. https://doi.org/10.46661/ijeri.5432
[39] Nguyen, M. H. & Tran, T. L. T. (2020). Hệ sinh thái giáo dục trực tuyến và yêu cầu đảm bảo chất lượng - Thực tiễn từ trường đại học Mở Hà Nội (Online Education ecosystem and quality assurance requirements - Experiences of Hanoi Open University). Journal of Sciences - Hanoi Open University, 74, 1–10.
[40] Nguyen, V. N. (2020). Tác động của đại dịch SARS-COV-2 đối với hoạt động giáo dục tại trường đại học Trà Vinh (Impacts of the COVID-19 pandemic on the teaching activities of Tra Vinh University). Industry and Trade Magazine, 23, 195–201.
[41] Nguyen, V. Tu. (2020). Nghiên cứu về các nhân tố ảnh hưởng đến trải nghiệm sự hứng thú hăng say-học tập & hiệu quả học tập qua kênh học trực tuyến của sinh viên Đại Học Kinh Tế Thành phố Hồ Chí Minh (Research on the factors affecting the experience of enthusiasm - learning & le. University of Economics Ho Chi Minh City.
[42] Nguyen, X., Pho, D., Luong, D., & Cao, X. (2021). Vietnamese students’acceptance of using video conferencing tools in distance learning in COVID-19 pandemic. Turkish Online Journal of Distance Education, 22(3), 139–162.
[43] O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018). Barriers and solutions to online learning in medical education--an integrative review. BMC Medical Education, 18(1), 1–11.
[44] Othman, N., Ahmad, F., El Morr, C., & Ritvo, P. (2019). Perceived impact of contextual determinants on depression, anxiety and stress: A survey with university students. International Journal of Mental Health Systems, 13(1), 1–9. https://doi.org/10.1186/ s13033-019-0275-x
[45] Pattison, P. E., Robins, G. L., Snijders, T. A. B., & Wang, P. (2013). Conditional estimation of exponential random graph models from snowball sampling designs. Journal of Mathematical Psychology, 57(6), 284–296. https://doi.org/https://doi.org/10.1016/j. jmp.2013.05.004
[46] Pham, H. C. et al. (2021). Các yếu tố ảnh hưởng tới sự chấp nhận phương thức học tập trực tuyến của sinh viên Việt Nam trong bối cảnh chuyển đổi số và COVID19 (Factors affecting the acceptance of online learning by Vietnamese students in the context of digital transformation and CO. Journal of Economics & Development, 286, 58–67
[47] Pham, T. N. (2020). Thay đổi phương pháp đào tạo để nâng cao chất lượng đào tạo trực tuyến trong thời kì hiện nay (Improving the teaching method to enhance the E-Learning quality the curent period). Vienam Journal of Educational Sciences, 15–20.
[48] Pham, T. N. T. et al. (2020). Cảm nhận của sinh viên chính quy khi trải nghiệm học trực tuyến hoàn toàn trong thời gian phòng chống dịch COVID-19 (Feelings of regular students when experiencing fully online learning during the time of CoOVID-19 epidemic prevention). Ho Chi Minh City Open University Journal of Sciences, 15(4), 18–28
[49] Polat, O. C. (2010). Influence of the online learning environments and tools on the student achievement and opinions. Educational Research and Reviews, 5(8), 455–464.
[50] Sang Joon Lee et al. (2011). Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning. The Internet and Higher Education, 14(3), 158–163. https://doi.org/https://doi.org/10.1016/j. iheduc.2011.04.001
[51] Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988- 2018). [¿De cuántas formas podemos definir el aprendizaje en línea? Una revisión bibliográfica sistemática de las definiciones de aprendiza. American Journal of Distance Education, 33(4), 289–306
[52] Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9), 1–14. https://doi.org/10.2196/21279
[53] Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education, 15.
[54] Swan, K., Day, S. L., Bogle, L. R., & Matthews, D. B. (2014). A collaborative, design-based approach to improving an online program. The Internet and Higher Education, 21, 74–81.
[55] Truong, T. D. & Le, V. T. (2020). Một số giải pháp nâng cao hiệu quả đào tạo trực tuyến trong giáo dục đại học trong bối cảnh cách mạng công nghiệp 4.0 (Some basic solutions to improve the effectiveness of online training at universities in the industrial revolution 4.0.). Vienam Journal of Education, 2, 33–36.