- Jelińska, M. & Paradowski, M.B. (2021). Teachers’ engagement in and coping with emergency remote instruction after COVID-19-induced school closures: A multinational contextual perspective. Online Learning Journal, 25(1), 303–328. [special issue “Lessons about online learning from COVID-19”]. DOI: 10.24059/olj.v25i1.2492
- Jelińska, M. & Paradowski, M.B. (2021). Teachers’ perception of student coping with emergency remote instruction during the COVID-19 pandemic: The relative impact of educator demographics and professional adaptation and adjustment. Frontiers in Psychology, 12, 648443. [Research Topic “Coronavirus Disease (COVID-19): Psychoeducational Variables Involved in the Health Emergency”]. DOI: 10.3389/fpsyg.2021.648443
- Jelińska, M. & Paradowski, M.B. (2021). The impact of demographics, life and work circumstances on college and university instructors’ well-being during quaranteaching. Frontiers in Psychology, 12, 643229 [Research Topic “Covid-19 and beyond: From (forced) remote teaching and learning to ‘the new normal’ in higher education”]. DOI: 10.3389/fpsyg.2021.643229
- Paradowski, M.B. & Jelińska, M. (under review). The impact of disparities and awareness thereof on educators’ psychological overload during emergency remote teaching: The mediating roles of logistics, perception of student coping and appraisal of situational impact. Draft available at Academia.edu and ResearchGate.
- Paradowski, M.B. & Jelińska, M. (under review). “Like trying to fit the circle peg in the square hole”: Linguistics instructors’ stress levels during emergency remote teaching in times of the COVID-19 pandemic. Draft available at Academia.edu and ResearchGate.
- Paradowski, M.B. & Jelińska, M. (under review). Teaching languages online through the COVID-19 pandemic: Prior experience, perception of challenges, and course level predict technological engagement and concerns about learning outcomes. Draft available at Academia.edu and ResearchGate.
Further articles are in the pipeline; watch this space for updates.