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Some recent studies, such as Nikou and Maslov (2021), found a potential difference in the intention to use e-learning between COVID-19 and non-COVID19 contexts. For an efficient remote-only e-learning delivery, multiple obstacles and bottlenecks, such as availability of teaching and administrative resources, work under pressure, and more importantly, dependability on IT infrastructure, digital learning tools and other IT platforms play a role ( Ebner et al., 2020). Evans et al., 2021) indicates many challenges in delivering e-learning effectively, specifically during the current COVID-19 pandemic. Higher-education institutions rely on information and communications technology (ICT) to deliver their core services: teaching and learning, in exclusive distant and hybrid settings ( Sun et al., 2008).

This situation prompted higher-education institutions to adapt to the abrupt shift to distance and online learning to support the provision of seamless and sustainable teaching and learning online ( Almaiah et al., 2020). Even though the initial outbreak of the pandemic was first reported in December 2019, it remains an enormous challenge for higher education until now ( Adedoyin and Soykan, 2020 Basir et al., 2021 de Boer, 2021). Many countries implemented a national lockdown, banning much of students' face-to-face interaction and physical presence at higher-education institutions. Higher-education institutions have been affected by the recent COVID-19 pandemic worldwide.

#Listening singing teacher crack 1.86 full#

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#Listening singing teacher crack 1.86 full#

#Listening singing teacher crack 1.86 license#