Correction to references

Busebaia, & John (2020). Can flipped classroom enhance class engagement and academic performance among undergraduate pediatric nursing students? A mixed-methods study. Research and Practice in Technology Enhanced Learning, 15, 4 https://doi.org/10.1186/s41039-020-0124-1.

Cox, & Prestridge (2020). Understanding fully online teaching in vocational education. Research and Practice in Technology Enhanced Learning, 15, 16 https://doi.org/10.1186/s41039-020-00138-4.

Kim, & Xing (2019). Appropriation of affordances of multiliteracies for Chinese literacy teaching in Canada. Research and Practice in Technology Enhanced Learning, 14, 1 https://doi.org/10.1186/s41039-019-0095-2.

Mehringer, et al. (2020). (Swiss) GraphoLearn: an app-based tool to support beginning readers. Research and Practice in Technology Enhanced Learning, 15, 5 https://doi.org/10.1186/s41039-020-0125-0.

Wong, et al. (2020). IDC theory: interest and the interest loop. Research and Practice in Technology Enhanced Learning, 15, 3 https://doi.org/10.1186/s41039-020-0123-2.