Redefining virtual teaching learning pedagogy

Redefining Virtual Teaching Learning Pedagogy Online education is now a growing and critical piece of modern-day infrastructure and this book details how virtual teaching and learning can continue to be transformed through leveraging digital platforms. In the current technology-driven era, education...

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Detalles Bibliográficos
Otros Autores:	Bansal, Rohit, editor (editor)
Formato:	Libro electrónico
Idioma:	Inglés
Publicado:	Hoboken, NJ ; Beverly, MA : John Wiley & Sons, Inc [2023]
Materias:	Internet in education. College teaching.
Ver en Biblioteca Universitat Ramon Llull:	https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009724219906719

Tabla de Contenidos:

Cover
Title Page
Copyright Page
Contents
Preface
Chapter 1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type
1.1 Introduction
1.2 Review of Related Literature
1.2.1 Personality Types
1.2.2 Academic Burnout
1.2.3 Variables Associated with Academic Burnout
1.2.4 Variables of the Academic Context
1.2.5 Environmental and/or Social Context
1.2.6 Intrapersonal Variables
1.3 Method
1.4 Results
1.4.1 Model Measurement
1.4.2 Convergent Validity
1.4.3 Discriminant Validity
1.4.4 Cross Loads
1.4.5 Structural Model
1.5 Discussion
1.6 Conclusion
References
Chapter 2 Virtual Classroom Platform Development
2.1 Introduction
2.1.1 Free and Open Source Software
2.1.2 Review of Literature
2.1.3 Methodology
2.2 User Login/Registration Processes
2.2.1 Students' Registration Process
2.2.2 Teachers' Registration Process
2.2.3 Administrator's Registration
2.3 Students E-Classroom
2.4 Teacher's Control Panel
2.5 Administrator's Control Panel
2.6 Live Videos Sessions
2.7 Online Examinations
2.7.1 Examination Login
2.7.2 Start Examination
2.7.3 Examination Page
2.8 Conclusion
References
Chapter 3 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India
3.1 Introduction
3.1.1 Scenario of COVID-19 Situation in West Bengal
3.2 Materials and Methods
3.2.1 Basic Principles of Quantitative Strategic Planning Matrix (QSPM)
3.3 Results and Discussion
3.3.1 Various Applications Used for Online Teaching
3.3.1.1 Google Meet
3.3.1.2 Zoom
3.3.1.3 Cisco Webex
3.4 SWOT Analysis of Online Education in Kolkata
3.4.1 Strengths
3.4.2 Weakness
3.4.3 Opportunity
3.4.4 Threats
3.5 Conclusion.
References
Chapter 4 New Age Teaching Pedagogy: Innovative Teaching Methods and their Impact on Educational Performance of the Students
4.1 Introduction
4.2 Teaching Pedagogy
4.3 Teacher Education in India
4.4 Modern Innovative Teaching Pedagogy
4.5 New Age Teaching Pedagogy: Need of the Hour
4.5.1 Transition
4.5.2 Technology
4.5.3 Innovative Tools
4.5.4 Training
4.5.5 Touch
4.6 Modern New Age Teaching Pedagogy
4.6.1 Learning by Design
4.6.2 Constructivism
4.6.3 Interactive Learning Environment
4.6.4 Collaborative Learning Environment
4.6.5 Spaced Learning Environment
4.6.6 Flipped Classroom Learning
4.6.7 Self-Learning
4.6.8 Gamification
4.6.9 Real-World Learning
4.6.10 Relationship Learning
4.6.11 Cross-Over Teaching and Learning
4.7 Modern Innovative Tools
4.7.1 Multimedia Learning
4.7.2 Mind Mapping
4.7.3 Chunking Strategy Learning
4.7.4 Virtual Reality Learning
4.7.5 Z to A Learning
4.7.6 Mnemonics Approach
4.7.7 Role Play
4.8 Conclusion
References
Chapter 5 Efficacy of V-Lab for Engineering Students during COVID-19
5.1 Introduction
5.2 Materials and Methods: Sources and Importance of E-Learning and E-Teaching
5.2.1 Digital Platforms for Online Teaching
5.2.2 Virtual Platforms for Conducting Laboratory Online
5.2.2.1 Virtual Lab: An MHRD Initiative
5.2.2.2 Biotechnology and Biomedical Engineering Virtual Labs
5.2.2.3 Virtual Lab for Computer Science
5.2.3 Collaborative Learning Environs and Computer Models
5.2.3.1 OLabs
5.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India
5.4 Methodology
5.4.1 Objectives
5.4.2 Hypotheses
5.4.3 Research Design
5.4.4 Data Collection
5.4.5 Data Description and Sampling Plan.
5.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders
5.5.1 Overall Interpretation
5.6 Findings and Discussions
5.7 Performance Assessment
5.7.1 Access Time and Number of Trials
5.7.2 Quality of Content Delivery
5.8 Conclusion
References
Chapter 6 Significance of e-Learning in Indian Modern Higher Education System: A Review
6.1 Introduction
6.2 Review of Literature
6.2.1 e-Learning
6.2.2 Learning Shift Toward Online
6.2.3 e-Learning-Related Studies
6.2.4 Importance of e-Learning
6.2.5 Barriers or Disadvantages of e-Learning
6.2.6 e-Learning and Higher Education
6.3 Conclusion
References
Chapter 7 Homeschooling: A Case Study Based on Delhi, India
7.1 Introduction
7.2 Data Collection and Methodology
7.3 Literature Review
7.4 Data Analysis and Major Findings
7.5 Survey
7.5.1 Area
7.5.2 Income Distribution
7.5.3 Education Qualification
7.5.4 Earning Member of Family
7.5.5 Awareness About Homeschooling
7.5.6 Likeliness to Adopt Homeschooling
7.6 Policy Recommendations
7.7 Regulation of Homeschooling in the USA
7.8 Regulation of Homeschooling in the UK
7.9 Roadmap for India
7.10 Conclusion
7.11 Challenges and Recommendations
References
Chapter 8 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance
8.1 Introduction
8.1.1 Reasons for Undertaking Current Study and Methodology Adopted
8.2 Sample and Population
8.3 Findings of the Study
8.3.1 Findings Related to Objective 1
8.3.1.1 Hypothesis Testing
8.3.2 Findings Related to Objective 2
8.3.3 Findings Related to Objective 3
8.3.3.1 Major Challenges in Online Mode of Teaching
8.3.3.2 Effectiveness of Teaching Methods
8.4 Discussion Based on the Study
8.5 Conclusion
References.
Chapter 9 Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges
9.1 Introduction
9.1.1 Purpose of the Chapter
9.2 Generation Z Behavioral Feature
9.3 Video-Based Learning Motives (VBLM)
9.4 Video-Based Learning Platform
9.5 Teachers Role Transformation
9.6 Conclusion
9.7 Limitation and Further Research Scope
References
Chapter 10 Quantitative Monitoring and Analysis of Rare Symptoms of COVID-19 Infection: Application of a Text and Citation Management Software as a Tool
10.1 Introduction: The COVID Pandemic
10.2 Materials and Methods
10.2.1 REVMAN Software
10.2.2 Data Input Pane
10.2.3 Systematic Application of REVMAN on COVID 19 Rare Symptoms
10.2.4 Database Scrutiny
10.2.5 Combining BOOLEAN and MeSH Terms for Optimizing the Application Software
10.2.6 Secondary Data on Rare Symptoms of COVID-19
10.2.7 Data Extraction
10.2.8 Systematic Analysis
10.2.9 Statistical Analysis
10.3 Results and Discussion
10.4 Conclusion
References
Chapter 11 Role and Impact of ICT on Rapidly Advancing New Age Teaching Pedagogy in Higher Educational Institutions in Oman
11.1 Introduction
11.1.1 Evolution of ICT in the Field of Higher Education in Oman
11.1.2 ICT Tools Used for Teaching
11.2 ICT Methodologies Adopted for Teaching
11.3 Gaps Between Deliverables and Delivered
11.3.1 Types of Gaps
11.3.2 Product/Market Gap
11.3.3 Performance Gap
11.3.4 Manpower Gap
11.4 Causes of the Technological Gaps
11.5 Ways to Fill in the Gaps
11.5.1 SWOT Analysis
11.5.2 Fishbone - Cause and Effect Analysis of ICT in Education
11.5.2.1 Language Barriers
11.5.2.2 Ease of Access
11.5.2.3 Privacy
11.5.2.4 Technology
11.5.3 McKinsey 7S Model
11.6 ICT Training
11.7 Importance of ICT Training in the Field of Education.
11.8 Updating ICT from Time to Time and Means of Growth in the Field of Education
11.9 People Involved to be Trained for ICT
11.10 Adapting to Changes
11.11 Institutional Changes and ICT in Teaching
11.12 Global Changes and ICT in Teaching
11.13 Nationwide Changes and ICT in Teaching
11.14 Climatic Changes and ICT in Teaching
11.15 Types of Teaching Using ICT in Higher Educational Institutions
11.15.1 On Campus Teaching
11.15.2 Online Teaching
11.15.3 Blended or Hybrid Mode Teaching
11.15.3.1 Understanding Blended Learning
11.15.3.2 Measures to be Followed in Order to Ensure Effective Blended Learning
11.16 Analysis of ICT
11.17 People that Use ICT in the Field of Education
11.17.1 Teachers and their Use of ICT
11.17.2 Students and their Use of ICT
11.17.3 Department Heads and their Use of ICT
11.17.4 IT Support and their Use of ICT
11.18 Ease of Use of ICT
11.19 Problems Encountered During ICT-Based Class
11.19.1 Technical Problems
11.19.2 Non-Technical Problems
11.20 Recommendations
11.21 Conclusion
References
Chapter 12 Digital Tools for Interactive E-Content Development
12.1 Introduction
12.2 Digital Learning
12.3 Theories of Learning
12.4 HTML5 Package (H5P)
12.4.1 Course Presentation
12.4.2 Branching Scenario
12.4.3 Interactive Video
12.4.4 Slack
12.4.5 Camtasia
12.4.6 Accordion
12.4.7 Agamotto
12.4.8 Documentation Tool
12.4.9 Image Hotspots
12.4.10 Image Juxtaposition
12.4.11 Image Sequencing
12.4.12 Interactive Book
12.5 Conclusion
References
Chapter 13 Analysis of Changing Landscape of Virtual Learning in India
13.1 Introduction
13.2 Affecting Elements in Organizations
13.3 Dealing with Exceptional Youngsters
13.4 ICT Tools in VL for Flipped, Blended Learning and its Pitfalls.
13.5 Conclusion, Further Discussion and Recommendations.

Redefining virtual teaching learning pedagogy

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