Journal of Digital Educational Technology

• Abdelhadi, A. (2022). Online teachers: Stepping out of the comfort zone is a must. The Scientific Journal of King Faisal University: Humanities and Management Sciences, 23(1), 82-86. https://doi.org/10.37575/h/lng/210034
• Alamr, S. M., Leon Urrutia, M., & Carr, L. A. (2025). Success factors of e-assessment in computer science for higher education: Perspectives from instructors. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1595171
• Aldabbas, H., Elamin, A. M., Ahmed, A. Z. E., & Gernal, L. (2025). Assessing learning management system success in the UAE universities: How quality measures linked to students’ academic performance. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1554641
• Ali Talha, M. (2025). The stakes of maintaining distance learning in the Algerian academic institutions in the post-COVID era. ALTRALANG Journal, 7(1), 452-461.
• Alkandari, F., Alsaber, A., Al-Kandari, A., Alboloushi, B., & AlMutairi, S. (2024). Enhancing the effectiveness of digital transformation on teaching in higher education in Kuwait. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1417062
• Amara, K., Zenati, N., Djekoune, O., Anane, M., Aissaoui, I. K., & Bedla, H. R. (2021). i-DERASSA: E-learning platform based on augmented and virtual reality interaction for education and training. In Proceedings of the 2021 International Conference on Artificial Intelligence for Cyber Security Systems and Privacy (pp. 1-9). IEEE. https://doi.org/10.1109/AI-CSP52968.2021.9671151
• Ameur, I., Gasmi, M., & Bendaoud, C. (2024). Digital transformation and e-learning integration during the post pandemic era in the Algerian higher education sector. Atras Journal, 5(3), 50-68. https://doi.org/10.70091/atras/AI.3
• Aouissi, K. (2024). E-learning realities and challenges–A case of Ghardaia University in Algeria. Filosofija. Sociologija, 35(2), 227-236. https://doi.org/10.6001/fil-soc.2024.35.2.9
• Arabeche, Z., & Soudani, A. (2021). Perception of e-learning during the health crisis of COVID-19: Case of Algerian university teachers. Journal of Information Technology Management, 13(2), 154-172. https://doi.org/10.22059/jitm.2021.80360
• Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19-32. https://doi.org/10.1080/1364557032000119616
• Assassi, T., & Chenini, A. (2023). The reality of CALL and IT literacy in under-represented contexts: The case of EL@N, a TEFL platform in Algeria. In D. Tafazoli, & M. Picard (Eds.), Handbook of CALL teacher education and professional development (pp. 445-460). Springer. https://doi.org/10.1007/978-981-99-0514-0_26
• Assefa, Y., Gebremeskel, M. M., Moges, B. T., Tilwani, S. A., & Azmera, Y. A. (2025). Rethinking the digital divide and associated educational in(equity) in higher education in the context of developing countries: The social justice perspective. International Journal of Information and Learning Technology, 42(1), 15-32. https://doi.org/10.1108/IJILT-03-2024-0058
• Bakhtaoui, A., & Hachem, A. (2024). Evaluation of distance education at the Algerian University from the students’ perspective: Faculty of social sciences at the University of Oran 2 as a model. ALTRALANG Journal, 6(1), 349-360. https://doi.org/10.52919/altralang.v6i1.431
• Bara, N., & Baghzou, S. (2022). Challenges facing EFL teachers/learners associated with online teaching. Journal of Languages & Translation, 2(2), 93-104. https://doi.org/10.70204/jlt.v2i2.248
• Bashitialshaaer, R., Alhendawi, M., & Lassoued, Z. (2021). Obstacle comparisons to achieving distance learning and applying electronic exams during COVID-19 pandemic. Symmetry, 13(1), 99-115. https://doi.org/10.3390/sym13010099
• Bassou, A. (2022). Hybrid learning during the pandemic: The case of Tlemcen University EFL learners. Global Journal of Foreign Language Teaching, 12(2), 51-64. https://doi.org/10.18844/gjflt.v12i2.7606
• Belaid, L. (2024). Transforming learning in Algerian higher education: The impact of UFMC training on technology integration. Social Sciences and Education Research Review, 11(2), 8-16. https://doi.org/10.5281/zenodo.15258260
• Belkacem, C., & Mokeddem, A. (2021). Online learning in Algeria: Key and suggestion to enhance effectiveness. In Proceedings of the 25^th International Conference on Multidisciplinary Studies (pp. 359-369).
• Belkacemi, M. L., & Belhocine, K. (2023). The e-learning in times of COVID-19 in the Algerian University (challenges and prospects). Journal of Positive School Psychology, 7(3), 199-207.
• Benabdallah, A. (2022). Questioning business English teaching during the pandemic era: Challenges and prospects in e-learning. Global Journal of Foreign Language Teaching, 12(4), 187-202. https://doi.org/10.18844/gjflt.v12i4.6467
• Benabed, A. (2022). The Algerian EFL teachers’ and students’ attitudes towards online assessment feasibility and impediment. Global Journal of Foreign Language Teaching, 12(2), 79-94. https://doi.org/10.18844/gjflt.v12i2.7710
• Benadla, D., & Hadji, M. (2021). EFL students affective attitudes towards distance e-learning based on Moodle platform during the COVID-19 pandemic: Perspectives from Dr. Moulay Tahar University of Saida, Algeria. Arab World English Journal, (Special Issue on COVID-19 Challenges), 55-67. https://doi.org/10.24093/awej/covid.4
• Bengueddach, A., Boudia, C., & Bouamrane, K. (2023). Interpretive analysis of online teaching labs constructed using Moodle during the pandemic period. Heliyon, 9(5), Article e16007. https://doi.org/10.1016/j.heliyon.2023.e16007
• Benjelloun, W. (2022). Shaping the future: North African universities after COVID-19. In A. Badran, E. Baydoun, & J. Mesmar (Eds.), Higher education in the Arab world: New priorities in the post COVID-19 era (pp. 195-207). Springer. https://doi.org/10.1007/978-3-031-07539-1_10
• Benmansour, S. (2021). Zoom sessions in distant learning: Algerian EFL students’ perceptions and attitudes. Arab World English Journal, (Special Issue on COVID-19 Challenges), 264-280. https://doi.org/10.24093/awej/covid.20
• Benmansour, S. (2022). Google Meet during COVID-19 pandemic: When teachers raise the challenge. Arab World English Journal, (2^nd Special Issue on COVID-19 Challenges), 169-182. https://doi.org/10.24093/awej/covid2.11
• Berens, F., & Hobert, S. (2025). Learning during COVID-19: (Too) isolated yet successful. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1549202
• Blizak, D. M., Blizak, S., Bouchenak, O., & Yahiaoui, K. (2020). Students’ perceptions regarding the abrupt transition to online learning during the COVID-19 pandemic: Case of faculty of chemistry and hydrocarbons at the University of Boumerdes–Algeria. Journal of Chemical Education, 97(9), 2466-2471. https://doi.org/10.1021/acs.jchemed.0c00668
• Blizak, D. M., Brinis, D., & Rahil, H. (2023). Students perceptions of e-assessment at the Algerian University in light of some demographic variables. HAYEF: Journal of Education, 20(2), 112-118. https://doi.org/10.5152/hayef.2023.2
• Bouchareb, A., Gasmi, M., & Boumediene, H. (2023). The impact of COVID-19 pandemic on learning: Investigating introverted EFL students’ motivation and attitudes in Algeria. Academic Review of Social and Human Studies, 15(4), 497-504. https://doi.org/10.33858/0500-015-002-044
• Boufalta, M. S. E., & Touidjeni, Z. (2022). Difficulties in distance education at a university in Algeria: The perspective of financial management students. Nastava i Vaspitanje, 71(1), 81-94. https://doi.org/10.5937/nasvas2201081B
• Bouhidel, H. (2022). Exploring teachers’ perceptions toward online assessment: Perspectives and challenges. Afak for Sciences Journal, 7(3), 112-126. https://doi.org/10.37167/1677-007-003-066
• Boukhaloua, D., & Djaileb, F. (2022). Distance learning as a challenge to succeed to learn the English language during the COVID-19 pandemic. ALTRALANG Journal, 4(1), 310-330. https://doi.org/10.52919/altralang.v4i01.197
• Dambri, M. L., & Mehiri, R. (2021). An investigation of the major challenges encountered by Algerian EFL teachers and their impact on the students’ academic performance during the coronavirus pandemic. International Journal of Research Pedagogy and Technology in Education and Movement Sciences, 10(4), 1-26.
• Deep, P. D., Chen, Y., Ghosh, N., & Rahaman, M. S. (2025). The influence of student-instructor communication methods on student engagement and motivation in higher education online courses during and after the COVID-19 pandemic. Education Sciences, 15(1), Article 33. https://doi.org/10.3390/educsci15010033
• Deng, Z., & Yang, Z. (2025). Exploring the impact of online education on student engagement in higher education in post-COVID-19: What students want to get? Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1574886
• Dou, A. (2025). Towards Education 4.0 and University 4.0 in Algeria. Journal of Studies in Language, Culture and Society, 8(2), 139-151.
• Dou, A., & Rim, K. (2025). Measuring teachers’ AI literacy through ChatGPT prompt engineering. Atras Journal, 6(2), 64-75. https://doi.org/10.70091/Atras/vol06no02.4
• Ghaouar, N. (2022). The online learning during the pandemic COVID-19: Teachers’ and students’ assessment of Sanako experience. Language Art, 7(3).
• Ghobrini, R. E. A. (2020). Synergizing Facebook and YouTube for e-teaching grammar during COVID-19 pandemic. International Journal of Education and Science, 3(4), Article 33. https://doi.org/10.26697/ijes.2020.4.8
• Ghobrini, R. E. A., Benzert, F. Z., & Balas, M. (2022). Educationalizing Instagram for virtual instruction in COVID-19: A pragmatic framework. International Journal of Web-Based Learning and Teaching Technologies, 17(6). https://doi.org/10.4018/IJWLTT.287621
• Ghounane, N. (2020). Moodle or social networks: What alternative refuge is appropriate to Algerian EFL students to learn during COVID-19 pandemic. Arab World English Journal, 11(3), 21-41. https://doi.org/10.24093/awej/vol11no3.2
• Ghounane, N. (2021). Facebook as a learning platform in Algeria during the COVID-19 pandemic. Global Journal of Foreign Language Teaching, 11(2), 80-93. https://doi.org/10.18844/gjflt.v11i2.5555
• Ghounane, N. (2022). Learning in the Algerian Context during the Pandemic: Is it online or offline? Arab World English Journal, (2^nd Special Issue on COVID-19 Challenges), 492-503. https://doi.org/10.24093/awej/covid2.33
• Ghounane, N., & Rabahi, R. (2023). Moodle in the Algerian EFL context during COVID-19: Exploring students’ attitudes and academic achievements. Arab World English Journal, (Special Issue on Communication and Language in Virtual Spaces), 17-32. https://doi.org/10.24093/awej/comm1.2
• Guemide, B., & Maouche, S. (2020). Assessment of distance learning in the Algerian universities during the COVID-19. International Journal of Distance Education and E-Learning, 6(1), 18-46. https://doi.org/10.36261/ijdeel.v6i1.1420
• Guemide, B., & Maouche, S. (2021). Assessment of online learning in Algerian universities during COVID-19. Kut University College Journal for Humanitarian Science, 2, 490-515.
• Guessabi, F. (2021). Flipped classrooms in higher education in Algeria during period of COVID-19: Challenges and difficulties. International Journal of Linguistics, Literature and Translation, 4(2), 196-202. https://doi.org/10.32996/ijllt.2021.4.2.23
• Guessar, S. (2020). Algerian university during the corona virus pandemic: COVID-19–Bechar University as a sample. European Journal of Education, 3(1), 121-130. https://doi.org/10.26417/949tho19t
• Guessar, S. (2021). The impact of distance education on the teaching-learning of academic writing for 3 LMD. In Proceedings of the 25^th International Conference on Multidisciplinary Studies (pp. 178-185).
• Gunter, A. (2025). The geography of distance education: Spatial disparities, accessibility, and impact across place. Journal of Geography in Higher Education, 49(3), 498-516. https://doi.org/10.1080/03736245.2025.2472653
• Hadjeris, F. (2021). Revisiting sustainable development goal 4 in the context of COVID-19 pandemic: A case study of online teaching in Algerian higher education institutions. Human Behavior and Emerging Technologies, 3(1), 160-168. https://doi.org/10.1002/hbe2.245
• Hamida, S., Hazhazi, K., & Kadri, A. (2022). Attitudes of university professors towards distance education during the COVID-19 pandemic. Acta Educationis Generalis, 12(2), 77-89. https://doi.org/10.2478/atd-2022-0015
• Herzallah, M. B. (2021). E-learning at the Algerian University: Reality and challenges. The Journal of Distance Learning and Open Learning, 9(16), 73-91. https://doi.org/10.21608/jdlol.2021.168484
• Hichour, H. (2022). Teachers’ experience in e-assessment: Case study of EFL teachers in Algerian universities. Arab World English Journal, 13(1), 450-461. https://doi.org/10.24093/awej/vol13no1.29
• Kaid, N. (2021). Implementing distance learning in Algeria: An opportunity or a challenge? In S. Jackowicz, & I. Sahin (Eds.), Online education during the COVID-19 pandemic: Issues, benefits, challenges, and strategies (pp. 267-280). ISTES Organization.
• Kerras, N., & Salhi, S. E. (2021). University education in Algeria during the COVID-19 pandemic: Limitations and challenges. Arab World English Journal, 12(3), 16-35. https://doi.org/10.24093/awej/vol12no3.2
• Khattala, A., & Houichi, A. (2021). University e-learning during COVID-19 pandemic, perceived by teachers and students. Journal of Ichkalat in Language and Literature, 10(3), 1188-1205.
• Kumi-Yeboah, A., Kim, Y., Sallar, A. M., & Kiramba, L. K. (2025). Addressing the role of technology in internationalization at a distance: Voices of students’ in international distance learning from Ghana–Sub-Saharan Africa. British Journal of Educational Technology, 56(3), 1095-1115. https://doi.org/10.1111/bjet.13552
• Laifa, M., Giglou, R. I., & Akhrouf, S. (2023). Blended learning in Algeria: Assessing students’ satisfaction and future preferences using SEM and sentiment analysis. Innovative Higher Education, 48, 879-905. https://doi.org/10.1007/s10755-023-09658-5
• Laila, M., Haryanti, D., Haryanto, S., Tedjani, M. F., Allami, H., & Rahmatika, L. (2023). The use of repair strategies in the EFL university classroom during the COVID-19 pandemic in Indonesia, Algeria, and Iran. Journal of Language Teaching and Research, 14(4), 1083-1093. https://doi.org/10.17507/jltr.1404.27
• Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), 232-245. https://doi.org/10.3390/educsci10090232
• Maaziz, A., & Ghendir, N. (2023). Distance education at the Algerian University: What tools and what means to manage a crisis situation? Aleph. Langues, Médias et Sociétés, 10(3), 135-145.
• Manseur, R. (2021). Hybrid learning during corona COVID-19 pandemic: Challenges and impact of digital courseware in the Algerian universities. In Proceedings of the 1^st International Conference on Language Linguistic Literature and Education.
• Matsieli, M., & Mutula, S. (2024). COVID-19 and digital transformation in higher education institutions: Towards inclusive and equitable access to quality education. Education Sciences, 14(8), Article 819. https://doi.org/10.3390/educsci14080819
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• Meziani, S. (2022). An online EST course through stakeholders’ lenses in the University of Tlemcen, Algeria. Revue: IMAGO Interculturalité et Didactique, 21(1), 8-23.
• Miloudi, N. (2022). The implementation of online learning during COVID-19: Challenges and perspectives. In F. Kılıçkaya, J. Kic-Drgas, & R. Nahlen (Eds.), The challenges and opportunities of teaching English worldwide in the COVID-19 pandemic (pp. 24-30). Cambridge Scholars Publishing.
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APA

Dou, A., Khattala, A., & Taibi, H. (2026). (Post-)pandemic online education in Algeria: A scoping review. Journal of Digital Educational Technology, 6(1), ep2602. https://doi.org/10.30935/jdet/17490

Vancouver

Dou A, Khattala A, Taibi H. (Post-)pandemic online education in Algeria: A scoping review. Journal of Digital Educational Technology. 2026;6(1):ep2602. https://doi.org/10.30935/jdet/17490

AMA

Dou A, Khattala A, Taibi H. (Post-)pandemic online education in Algeria: A scoping review. Journal of Digital Educational Technology. 2026;6(1), ep2602. https://doi.org/10.30935/jdet/17490

Chicago

Dou, Abdelbasset, Asma Khattala, and Hadjer Taibi. "(Post-)pandemic online education in Algeria: A scoping review". Journal of Digital Educational Technology 2026 6 no. 1 (2026): ep2602. https://doi.org/10.30935/jdet/17490

Harvard

Dou, A., Khattala, A., and Taibi, H. (2026). (Post-)pandemic online education in Algeria: A scoping review. Journal of Digital Educational Technology, 6(1), ep2602. https://doi.org/10.30935/jdet/17490

MLA

Dou, Abdelbasset et al. "(Post-)pandemic online education in Algeria: A scoping review". Journal of Digital Educational Technology, vol. 6, no. 1, 2026, ep2602. https://doi.org/10.30935/jdet/17490