隨著網路科技的發展，線上學習開始成為教學的新模式。而近三年來由於COVID-19疫情的爆發，使原有的面對面教學環境被迫中斷。線上學習可以讓人們保持社交距離，因此漸漸取代了原本的教學模式。線上學習的特性有其優勢，例如突破時空限制、班級擴大提高學習效率、個人化選擇學習方式、新增線上環境不同的教學方法、線上後台評量與紀錄、少用硬體設備降低學校成本等。但仍同時存在著許多挑戰，例如缺乏學習工具與網路、缺乏資訊素養與科技技能、缺乏人際互動、學生易在網路上分心、缺乏與線上學習對應的課程設計以及社交疏離感的產生等。社交疏離感是可能影響線上學習的因素之一，本論文之目的即為研究可能影響線上學習所產生社交疏離感的因素。本論文以Huang（2020）研究中所蒐集的資料進行分析，以全台大學生為研究對象，從中選取其所蒐集資料中的北、中、南、東部653位大學生，進行數位原生學習傾向量表之知覺人際疏離分量表、線上學習態度量表、五大人格量表簡版之填答，也蒐集其年齡、網路使用時間等資料，以檢視這些因素對於社交疏離感之影響效果。本論文研究結果表示，人格特質中的友善性，對於社交疏離感有正向影響；反之，線上學習態度、情緒穩定性、盡責性，對於社交疏離感有負向影響；年齡、人格特質中的開放性、外向性、網路使用時間，則對社交疏離感沒有顯著影響。透過本論文的資料分析，有助於提供教師作為設計符合線上學習特性教材的準備，也能使學生避免因為受線上學習形式而影響學習。

With the development of Internet technology, online learning has begun to become a new mode of teaching. In the past three years, due to the outbreak of the COVID-19 pandemic, the face-to-face teaching environment has interrupted. Online learning allows people to maintain social distance, so it gradually replaces the original teaching model. The characteristics of online learning have advantages, such as breaking through time and space constraints, improve learning efficiency, personalizing learning methods, adding new teaching methods, online backend recording, and using less hardware equipment to reduce school costs. However, there are still many challenges, such as lack of learning tools and networks, lack of information literacy and technology skills, lack of interpersonal interaction, students' tendency to be distracted online, lack of course design corresponding to online learning, and sense of social isolation. The purpose of this thesis is to study the factors that may affect the social isolation caused by online learning.
The thesis use the information collected from research of Huang（2020）, taking college students from all over Taiwan as the research subjects, a total of 653 college students were selected to conduct the Perceived Interpersonal Alienation subscale of the Digital Native Learning Orientation Scale, the Attitude to Online Learning Scale, and the simplified version of the Big Five Personality Inventories. Otherwise, collecting ages, Internet Experience and other information to examine the impact of these factors on social isolation. The research results of the thesis show that personal traits of Agreeableness have a positive impact on social isolation; conversely, online learning attitude, personal traits of Emotional Stability and Conscientiousness, have a negative impact on social isolation. Age, personal traits of Openness, Extraversion and Internet Experience do not have obvious impact on social isolation.
Through the data collection and analysis of the thesis, teachers are prompted to provide teaching materials that correspond to the characteristics of online learning, to prepare better teaching methods, and to prevent students from learning interrupted due to the restrictions of online learning.

余泰魁、楊淑斐（2005）。線上學習系統使用意向之模式建構與比較分析研究。台灣管理學刊，5(2)，311-337。
林孟煒（2021）。疫情下線上教學斷裂與自我認同轉變—以大學通識英文教師為例。教育學誌(46)，37-91。取自https://www.AiritiLibrary.com/Publication/Index/20713126-202111-202111300016-202111300016-37-91
侯一欣、詹郁萱（2011）。N世代的學習問題及其對學校教育革新的啟示。教師專業研究期刊(2)，1-17。
高瑜璟（2006）。數位學習—學習的新趨勢。高師大資訊教育研究所。取自http://www. nhu. edu. tw/~ society/ej/57/57-22. htm.
陳文誌、游萬來（2001）。網際網路在設計課程的應用：線上輔助設計課程的建構初探。設計研究(1)，55-62。https://doi.org/10.30178/SJYJ.200111.0006
陳奕樺、高台茜（2011）。媒體素養通識課程之線上學習社群建構。教育與多元文化研究(4), 225-258。取自https://www.AiritiLibrary.com/Publication/Index/20780222-201105-201203080041-201203080041-229-262
陳恒毅（2021）。以關係連結觀點評估線上教學可行性之研究。危機管理學刊，18(1)，99-105。https://doi.org/10.6459/JCM.202103_18(1).0010
陳昭珍、徐芝君、洪嘉馡、胡衍南（2021）。COVID-19下臺師大的遠距教學經驗與省思。當代教育研究季刊，29(1)，1-23。
曾琳雲（2004）。線上學習環境之優勢、限制與因應。高應科大人文社會科學學報，1，291-304。https://doi.org/10.29888/KUASJHSS.200407.0017
黃博聖（2020）。數位時代的美麗與哀愁：數位科技對學習的認知與社會互動影響。科技部計畫。
黃鈺涵（2012）。工作壓力源、人格特質與工作滿意度之關係—以在職進修者為例。國立中央大學。取自http://ir.lib.ncu.edu.tw:88/thesis/view_etd.asp?URN=994201026
楊家興（2006）。線上教學的理論與活動設計。管理與資訊學報，11，271-307。
楊楠華、李宏安、方慧臻、陳慧秋（2015）。以科技接受模式探討國中生線上學習使用意願之研究－以台中市為例。管理資訊計算，4(1)，132-141。https://doi.org/10.6285/MIC.4(1).10
蔡昕璋（2022）。疫情期間大學生自我調控學習、線上校園人際經驗與線上課程學習成效之關係研究：以2020年國立臺灣師範大學為例。學生事務與輔導，60(4)，11-32。https://doi.org/10.6506/SAGC.202203_60(4).0003
戴文雄、王裕德、王瑞、陳嘉苓（2016）。翻轉教學式合作學習對生活科技實作課程學習成效影響之研究。科學教育學刊，24(1)，57-88。https://doi.org/10.6173/CJSE.2016.2401.03
羅方吟、陳政煥（2021）。COVID-19疫情下同步與非同步資訊科技輔助的大學遠距英語文教學。當代教育研究季刊，29(1)，69-71+ 73。
Ajzen, I. (1989). Attitude structure and behavior. Attitude structure and function, 241, 274.
Alexander, M. W., Truell, A. D., & Zhao, J. J. (2012). Expected advantages and disadvantages of online learning: Perceptions from college students who have not taken online courses. Issues in Information Systems, 13(2), 193-200.
Ali, A., & Smith, D. (2015). Comparing social isolation effects on students attrition in online versus face-to-face courses in computer literacy. Issues in Informing Science and Information Technology, 12(1), 11-20.
Allen, I. E., & Seaman, J. (2015). Grade Level: Tracking Online Education in the United States. ERIC.
Alzahrani, M. G., & O'Toole, J. M. (2017). The Impact of Internet Experience and Attitude on Student Preference for Blended Learning. Journal of Curriculum and Teaching, 6(1), 65-78.
Avanesyan, H., Aghuzumtsyan, R., Papoyan, V., Basco, L., Galstyan, A., Sargsyan, D., & Muradyan, Y. (2022). STUDENT'S PSYCHOLOGICAL SAFETY IN DISTANCE EDUCATION DURING COVID-19: PROS AND CONS. WISDOM, 22(2), 118-+.
Axmedova, T. B., & Kenjayeva, N. D. (2021). Advantages And Disadvantages of Online Learning. Eurasian Journal of Humanities and Social Sciences, 3, 48-50. Retrieved from https://geniusjournals.org/index.php/ejhss/article/view/240
Bahasoan, A. N., Wulan, A., Muhammad, M., & Aswar, R. (2020). Effectiveness of Online Learning In Pandemic Covid-19. International Journal of Science, Technology & Management, 1(2), 100-106. https://doi.org/10.46729/ijstm.v1i2.30
Behzadi, Z., & Ghaffari, A. (2011). Characteristics of online education and traditional education. Life Science Journal, 8(3), 54-58.
Bezerra, P. A., Nunes, J. W., & Moura, L. B. D. (2021). Aging and social isolation: an integrative review. Acta Paulista de Enfermagem, 34, eAPE02661.https://doi.org/10.37689/acta-ape/2021AR02661
Bishop, M., Hyclak, T., & Yerk-Zwickl, S. (2007). The clipper project: Lessons learned teaching an online economics course. Journal of computing in higher education, 18(2), 99-120.
Bolliger, D., & Erichsen, E. (2013). Student Satisfaction with Blended and Online Courses Based on Personality Type/Niveau de satisfaction des étudiants dans les cours hybrides et en ligne basé sur le type de personnalité. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 39(1).
Bolliger, D. U., & Inan, F. A. (2012). Development and validation of the online student connectedness survey (OSCS). International Review of Research in Open and Distributed Learning, 13(3), 41-65. https://doi.org/10.19173/irrodl.v13i3.1171
Breckler, S. J. (1984). Empirical validation of affect, behavior, and cognition as distinct components of attitude. Journal of personality and social psychology, 47(6), 1191.
Briggs, M. A., Thornton, C., McIver, V. J., Rumbold, P. L. S., & Peart, D. J. (2023). Investigation into the transition to online learning due to the COVID-19 pandemic, between new and continuing undergraduate students. Journal of Hospitality, Leisure, Sport & Tourism Education, 32, 100430. https://doi.org/10.1016/j.jhlste.2023.100430
Cho, M., Shen, D., & Laffey, J. (2010). The role of metacognitive self-regulation (MSR) on social presence and sense of community in online learning environments. Journal of Interactive Learning Research, 21(3), 297-316.
Cho, M. H., & Jonassen, D. (2009). Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments. Educational Psychology, 29(1), 117-138.
Choi, M.-s. (2001). Teacher's understanding on constructivism and applying into their teaching: Case studies. Korean Association for Educational Information and Broadcasting, 7(1), 5-28.
Chou, A. Y., & Chou, D. C. (2011). Course management systems and blended learning: An innovative learning approach. Decision Sciences Journal of Innovative Education, 9(3), 463-484.
Choudhary, O. P. (2021). Online Veterinary Anatomy Education in the Era of COVID-19 Pandemic: Pros and Cons. INTERNATIONAL JOURNAL OF MORPHOLOGY, 39(4), 1231-1233.
Confrey, J. (1990). Chapter 8: What constructivism implies for teaching. Journal for Research in Mathematics Education. Monograph, 4, 107-210.
Cook, D. A. (2007). Web-based learning: pros, cons and controversies. CLINICAL MEDICINE, 7(1), 37-42. https://doi.org/10.7861/clinmedicine.7-1-37
Costa, P. T., & McCrae, R. R. (2008). The revised neo personality inventory (neo-pi-r). The SAGE handbook of personality theory and assessment, 2(2), 179-198.
Cotterell, N., Buffel, T., & Phillipson, C. (2018). Preventing social isolation in older people. MATURITAS, 113, 80-84. https://doi.org/10.1016/j.maturitas.2018.04.014
Cornwell, E.Y., Waite, L.J. (2009). Social Disconnectedness, Perceived Isolation, and Health among Older Adults. Journal of Health and Social Behavior, 50(1), 31-48.
Cudjoe, T. K. M., Roth, D. L., Szanton, S. L., Wolff, J. L., Boyd, C. M., & Thorpe, R. J., Jr. (2020). The Epidemiology of Social Isolation: National Health and Aging Trends Study. The Journals of Gerontology: Series B, 75(1), 107-113. https://doi.org/10.1093/geronb/gby037
Dahalan, N., Hassan, H., & Atan, H. (2012). Student engagement in online learning: Learners attitude toward e-mentoring. Procedia-Social and Behavioral Sciences, 67, 464-475.
Dalal, R.S. (2012). Job Attitudes: Cognition and Affect. In Handbook of Psychology, Second Edition (eds I. Weiner, N.W. Schmitt and S. Highhouse). https://doi.org/10.1002/9781118133880.hop212014
Davis, N. L., Gough, M., & Taylor, L. L. (2019). Online teaching: advantages, obstacles and tools for getting it right. Journal of Teaching in Travel & Tourism, 19(3), 256-263.
de Jong Gierveld, J., van Tilburg, T., & Dykstra, P. A. (2006). Loneliness and Social Isolation. In A. L. Vangelisti & D. Perlman (Eds.), The Cambridge Handbook of Personal Relationships, 485-500. Cambridge: Cambridge University Press.
Demirtaş, İ., Ayyıldız, S., Ayyıldız, B., & Kuş, K. Ç. (2021). Distance education during social isolation: an evaluation of student attitudes and perceptions using the web-based learning environment instrument. Anatomy, 15(2), 163-170. Retrieved from https://dergipark.org.tr/en/pub/anatomy/issue/68200/928791
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Elmer, T., Mepham, K., & Stadtfeld, C. (2020). Students under lockdown: Comparisons of students’ social networks and mental health before and during the COVID-19 crisis in Switzerland. Plos one, 15(7), e0236337.
Erichsen, E. A., & Bolliger, D. U. (2011). Towards understanding international graduate student isolation in traditional and online environments. Educational Technology Research and Development, 59(3), 309-326.
Farrah, M., & Al-Bakri, G. (2020). Online learning for EFL students in Palestinian universities during corona pandemic: advantages, challenges and solutions. Indonesian Journal of Learning and Instruction, 3(2), 65-78.
Fatoni, Arifiati, N., Nurkhayati, E., Nurdiawati, E., Fidzia, Pamungkas, G., Adha, S., Irawanh, Purwanto A., Julyanto O., Azizik, E. (2020). University Students Online Learning System during COVID-19 Pandemic: Advantages, Constraints and Solutions. Sys Rev Pharm 2020, 11(7), 7. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3986850
Fedynich, L. V. (2013). Teaching beyond the classroom walls: The pros and cons of cyber learning. Journal of Instructional Pedagogies, 13.
Ferrer, J., Ringer, A., Saville, K., A Parris, M., & Kashi, K. (2020). Students’ motivation and engagement in higher education: the importance of attitude to online learning. Higher Education, 83(2), 317-338. https://doi.org/10.1007/s10734-020-00657-5
Fosnot, C. T. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. Teachers College Press.
Giossos, Y., Koutsouba, M., Lionarakis, A., & Skavantzos, K. (2009). Reconsidering Moore's Transactional Distance Theory. European Journal of Open, Distance and E-Learning.
Hannay, M., & Newvine, T. (2006). Perceptions of distance learning: A comparison of online and traditional learning. Journal of Online Learning and Teaching, 2(1), 1-11.
Helsper, E. J., & Eynon, R. (2010). Digital natives: where is the evidence? British educational research journal, 36(3), 503-520.
Hiltz, S. R., & Wellman, B. (1997). Asynchronous learning networks as a virtual classroom. Communications of the ACM, 40(9), 44-49.
Hämmig, O. (2019). Health risks associated with social isolation in general and in young, middle and old age. Plos one, 14(8). https://doi.org/10.1371/journal.pone.0222124
Hortulanus, R., Machielse, A., & Meeuwesen, L. (2006). Social isolation in modern society. Routledge.
Hosseini, S. B., & Pourmandnia, D. (2013). Language learners’ attitudes and beliefs: Brief review of the related literature and frameworks. International Journal on New Trends in Education and Their Implications, 4(4), 63-74.
Hotle, S. L., & Garrow, L. A. (2016). Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. JOURNAL OF PROFESSIONAL ISSUES IN ENGINEERING EDUCATION AND PRACTICE, 142(1). https://doi.org/10.1061/(ASCE)EI.1943-5541.0000259
House, J. S. (2001). Social isolation kills, but how and why? Psychosomatic medicine, 63(2), 273-274.
Hrastinski, S. (2009). A theory of online learning as online participation. Computers & Education, 52(1), 78-82. https://doi.org/10.1016/j.compedu.2008.06.009
Huang, H. M. (2002). Toward constructivism for adult learners in online learning environments. British journal of educational technology, 33(1), 27-37.
Huang, P.-S., Chung, S.-J., Liu, C.-H., &. Chen, P.-Z. (2023). Measuring Cognitive and Social Interactive Attributes of Digital Natives: Development and Validation of a Scale. Perceptual and Motor Skills, 130(4), 1732-1761. https://doi.org/10.1177/00315125231172352
Ingram, J., Hand, C. J., & Maciejewski, G. (2021). Social isolation during COVID-19 lockdown impairs cognitive function. APPLIED COGNITIVE PSYCHOLOGY, 35(4), 935-947. https://doi.org/10.1002/acp.3821
Joanne, M. M., & Tim, S. R. (2004). Online Learning: Social Interaction and the Creation of a Sense of Community. Journal of Educational Technology & Society, 7(3), 73-81. Retrieved from http://www.jstor.org.ezproxy.lib.ntust.edu.tw/stable/jeductechsoci.7.3.73
Johnson, G. M., & Johnson, J. A. (2006). Personality, Internet Experience, and E-Communication Preference. Online Submission.
Jung, I., Choi, S., Lim, C., & Leem, J. (2002). Effects of different types of interaction on learning achievement, satisfaction and participation in web-based instruction. Innovations in education and teaching international, 39(2), 153-162.
Kamal, A. A., Shaipullah, N. M., Truna, L., Sabri, M., & Junaini, S. N. (2020). Transitioning to Online Learning during COVID-19 Pandemic: Case Study of a Pre-University Centre in Malaysia. International Journal of Advanced Computer Science and Applications, 11(6).
Kaufmann, R., & Vallade, J. I. (2022). Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness. Interactive Learning Environments, 30(10), 1794-1808. https://doi.org/10.1080/10494820.2020.1749670
Keller, H., & Karau, S. J. (2013). The importance of personality in students’ perceptions of the online learning experience. Computers in Human Behavior, 29(6), 2494-2500.
Kennedy, G. E., Judd, T. S., Churchward, A., Gray, K., & Krause, K.-L. (2008). First year students' experiences with technology: Are they really digital natives? Australasian Journal of Educational Technology, 24(1). https://doi.org/10.14742/ajet.1233
Kraemer, E. W. (2003). Developing the online learning environment: The pros and cons of using WebCT for library instruction. Information Technology and Libraries, 22(2), 87-92.
Kumar, D. (2010). Pros and cons of online education. Manuscript, North Carolina State University, Raleigh, NC, USA.
Kwon, K., Han, D., Bang, E.-J., & Armstrong, S. (2010). Feelings of isolation and coping mechanism in online learning environments: A case study of Asian international students. International Journal of Learning, 17(2).
Lai, S., Sun, B., Wu, F. T., & Xiao, R. (2020). Automatic Personality Identification Using Students' Online Learning Behavior. IEEE TRANSACTIONS ON LEARNING TECHNOLOGIES, 13(1), 26-37.
Lehman, R. M., & Conceição, S. C. (2010). Creating a sense of presence in online teaching: How to" be there" for distance learners, 18. John Wiley & Sons.
Liu, H. J., Zhang, M. R., Yang, Q., & Yu, B. (2020). Gender differences in the influence of social isolation and loneliness on depressive symptoms in college students: a longitudinal study. SOCIAL PSYCHIATRY AND PSYCHIATRIC EPIDEMIOLOGY, 55(2), 251-257. https://doi.org/10.1007/s00127-019-01726-6
Locsin, R. C., Soriano, G. P., Juntasopeepun, P., Kunaviktikul, W., & Evangelista, L. S. (2021). Social transformation and social isolation of older adults: Digital technologies, nursing, healthcare. COLLEGIAN, 28(5), 551-558. https://doi.org/10.1016/j.colegn.2021.01.005
McCrae, R. R., & John, O. P. (1992). An introduction to the five‐factor model and its applications. Journal of personality, 60(2), 175-215.
McKeown, K. D. (2012). Can Online Learning Reproduce the Full College Experience? Center for Policy Innovation Discussion Paper. Number 3. Heritage Foundation.
Mitchell, M. M., & Delgado, C. (2014). Online learning: Advantages and challenges in implementing an effective practicum experience. Open Journal of Nursing, 4(6), 379.
Moore, M. G. (1989). Editorial: Three types of interaction. American Journal of Distance Education, 3(2), 1-7.
Morahan-Martin, J., & Schumacher, P. (2000). Incidence and correlates of pathological Internet use among college students. Computers in Human Behavior, 16(1), 13-29. https://doi.org/10.1016/S0747-5632(99)00049-7
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pak J Med Sci, 36(Covid19-S4), S27-S31. https://doi.org/10.12669/pjms.36.COVID19-S4.2785
Pappano, L. (2001). The connection gap: Why Americans feel so alone: Rutgers University Press.
Peng, H., Tsai, C. C., & Wu, Y. T. (2006). University students' self‐efficacy and their attitudes toward the Internet: the role of students' perceptions of the Internet. Educational studies, 32(1), 73-86.
Pikhart, M., Klimova, B., Cierniak-Emerych, A., & Dziuba, S. (2023). A Comparative Analysis of Perceived Advantages and Disadvantages of Online Learning. In Behavioral Sciences, (13).
Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 135(2), 322.
Priego, R. G., & Peralta, A. G. (2013). Engagement factors and motivation in e-Learning and blended-learning projects. Paper presented at the Proceedings of the first international conference on technological ecosystem for enhancing multiculturality.
Ray, M. E., Coon, J. M., Al-Jumaili, A. A., & Fullerton, M. (2019). Quantitative and Qualitative Factors Associated with Social Isolation Among Graduate and Professional Health Science Students. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION, 83(7), 1558-1569.
Ree, M. J., & Earles, J. A. (1991). Predicting training success: Not much more than g. Personnel psychology, 44(2), 321-332.
Russell, D., Peplau, L. A., & Cutrona, C. E. (1980). The revised UCLA Loneliness Scale: concurrent and discriminant validity evidence. Journal of personality and social psychology, 39(3), 472-480. https://doi.org/10.1037/0022-3514.39.3.472
Saba, F. (2000). Research in distance education: A status report. International Review of Research in Open and Distributed Learning, 1(1), 1-9.
Santos, J. M., De Jesus, L. F., Sealmoy, R. R., & Fajardo, R. R. C. (2021). Online Distance Learning Amidst the Pandemic COVID-19. IJERI-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AND INNOVATION(15), 291-304. https://doi.org/10.46661/ijeri.5271
Sapp, D. A., & Simon, J. (2005). Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment. Computers and Composition, 22(4), 471-489.
Sarason, B. R., Sarason, I. G., Hacker, T. A., & Basham, R. B. (1985). Concomitants of social support: Social skills, physical attractiveness, and gender. Journal of personality and social psychology, 49(2), 469-480. https://doi.org/10.1037/0022-3514.49.2.469
Sin, N. (2004). Transactional presence as a theoretical construct into research and practice of effective education system. Journal of Educational Technology, 20(2).
Sit, J. W. H., Chung, J. W. Y., Chow, M. C. M., & Wong, T. K. S. (2005). Experiences of online learning: students’ perspective. Nurse Education Today, 25(2), 140-147. https://doi.org/10.1016/j.nedt.2004.11.004
Siu-Man, R. T., & Gonzalez, L. M. (2013). Quality of interactions in face-to-face and hybrid career development courses: An exploration of students' perceptions. Journal of Online Learning and Teaching, 9(3), 316.
Smith, D. E., & Mitry, D. J. (2008). Investigation of higher education: The real costs and quality of online programs. Journal of Education for Business, 83(3), 147-152.
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), e21279.
Swickert, R. J., Hittner J.B., Harris J.L., & Herring J. A. (2002). Relationships among Internet use, personality, and social support. Computers in Human Behavior, 18(4), 437-451.
Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., & Liu, X. (2006). Teaching Courses Online: A Review of the Research. Review of Educational Research, 76(1), 93-135. https://doi.org/10.3102/00346543076001093
Tayebinik, M., & Puteh, M. (2013). Blended Learning or E-learning? arXiv preprint arXiv:1306.4085.
Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4).
Tuncer, M., Dogan, Y., & Tanas, R. (2013). Investigation of Vocational High-School Students' Computer Anxiety. Turkish Online Journal of Educational Technology-TOJET, 12(4), 90-95.
Ullah, O., Khan, W., & Khan, A. (2017). Students’ attitude towards online learning at tertiary level. PUTAJ–Humanities and Social Sciences, 25(1-2), 63-82.
Umberson, D., Lin, Z., & Cha, H. (2022). Gender and Social Isolation across the Life Course. Journal of Health and Social Behavior, 63(3), 319-335. https://doi.org/10.1177/00221465221109634
Vandervoort, D. (2000). Social isolation and gender. Current Psychology, 19(3), 229-236. https://doi.org/10.1007/s12144-000-1017-5
Vaportzis, E., Giatsi Clausen, M., & Gow, A. J. (2017). Older adults perceptions of technology and barriers to interacting with tablet computers: a focus group study. Frontiers in Psychology, 8, 1687. https://doi.org/10.3389/fpsyg.2017.01687
Wahyu, A., & Simanullang, R. H. (2020). Student Stress Due to Online Learning During the Covid-19 Pandemic. 2020, 5(2), 5. https://doi.org/10.30604/jika.v5i2.346
P. Walia, P. Tulsi and A. Kaur. (2019, October). Student readiness for online learning in relation to gender and stream of study. In 2019 IEEE Learning With MOOCS (LWMOOCS)(pp. 21-25). Symposium conducted at the meeting of IEEE, Milwaukee, WI, USA.
Wang, X. (2022). Influences of Learning Emotion on Learning Outcome in Online Teaching Mode. INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING, 17(8), 126-139.
Whaite, E. O., Shensa, A., Sidani, J. E., Colditz, J. B., & Primack, B. A. (2018). Social media use, personality characteristics, and social isolation among young adults in the United States. Personality and Individual Differences, 124, 45-50. https://doi.org/10.1016/j.paid.2017.10.030
Wilczewski, M., Gorbaniuk, O., & Giuri, P. (2021). The Psychological and Academic Effects of Studying From the Home and Host Country During the COVID-19 Pandemic. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.644096
Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and higher education, 10(1), 15-25.
Yu, H. J., Shi, G. J., Li, J. P., & Yang, J. F. (2022). Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom. Sustainability, 14(13), 8184. https://doi.org/10.3390/su14138184
Zavaleta, D., Samuel, K., & Mills, C. (2014). Social isolation : a conceptual and measurement proposal. Oxford Poverty & Human Development Initiative (OPHI).
Zylfiu, D., Gerbeshi, B., & Rasimi, D. (2020). Challenges and advantages of online learning: The case of Kosovo. International Journal of Management, 11(10), 1873-1880. Retrieved from https://ssrn.com/abstract=3743171