Regression testing tasks of test case prioritization, test suite reduction/minimization, and regression test selection are typically centered around criteria that are based on code coverage, test execution costs, and code modifications. Researchers have developed and evaluated new individual criteria; others have combined existing criteria in different ways to form what we--and some others--call hybrid criteria. In this paper, we formalize the notion of combining multiple criteria into a hybrid. Our goal is to create a uniform representation of such combinations so that they can be described unambiguously and shared among researchers. We envision that such sharing will allow researchers to implement, study, extend, and evaluate the hybrids using a common set of techniques and tools. We precisely formulate three hybrid combinations, Rank, Merge, and Choice, and demonstrate their usefulness in two ways. First, we recast, in terms of our formulations, others' previously reported work on hybrid criteria. Second, we use our previous results on test case prioritization to create and evaluate new hybrid criteria. Our findings suggest that hybrid criteria of others can be described using our Merge and Rank formulations, and that the hybrid criteria we developed most often outperformed their constituent individual criteria.

Distance learning has grown rapidly in recent years. E-learning can aid teachers of students with disabilities, particularly visually impaired students (VISs), by offering versatility, accessibility, enhanced communication, adaptability, and a wide range of multimedia and non-verbal teaching methods. However, the shift from traditional face-to-face instruction to online platforms, especially during the pandemic, introduced unique challenges for VISs, with respect to including instructional methodologies, accessibility, and the integration of suitable technology. Recent research has shown that the resources and facilities of educational institutions pose challenges for teachers of visually impaired students (TVISs). This study conducts a literature review of research studies from the years 2000 to 2024 to identify significant issues encountered by TVISs with online learning to show the effects of distance learning before, during, and after the pandemic. This systematic literature review examines 25 publications. The evaluation reveals technological problems affecting the educational experience of visually impaired educators through a methodical categorization and analysis of these papers. The results emphasize important problems and suggest solutions, providing valuable knowledge for experts in education and legislation. The study recommends technology solutions to support instructors in providing inclusive online learning environments for VISs.