Dear Ms. Alani!

You spotted a very important point. The answer is a case - and context dependent one:

1) Devkota, K.R. Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal. Int Rev Educ (2021). https://doi.org/10.1007/s11159-021-09886-x Free access: Article Inequalities reinforced through online and distance educatio...

2) Khlaif, Z.N., Salha, S. & Kouraichi, B. Emergency remote learning during COVID-19 crisis: Students’ engagement. Educ Inf Technol (2021). https://doi.org/10.1007/s10639-021-10566-4 Free access: Article Emergency remote learning during COVID-19 crisis: Students' engagement

3) Backes, S., Baumann, I., Harion, D. et al. Why flipping the classroom is not enough: Digital curriculum making after the pandemic. Prospects (2021). https://doi.org/10.1007/s11125-021-09555-9 Free access: Article Why flipping the classroom is not enough: Digital curriculum...

4) Jorge Grenha Teixeira et al. (2021). An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID-19 pandemic, British Journal of Educational Technology, Early View, 18 May 2021, Free access:

https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.13112?af=R

5) Obiageri Bridget Azubuike et al. (2021). Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria, International Journal of Educational Research Open, Volumes 2–2, 2021, Free access: Article Who gets to learn in a pandemic? Exploring the digital divid...

Yours sincerely, Bulcsu Szekely

Hi,

You may read on the Technology acceptance model (TAM). It is an information system theory.

Good morning

Maybe Connective theory gives you a pedagogical model

Best regards

Ph. D. Ingrid del Valle García Carreño