Advances in Distance Learning in Times of Pandemic

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Preface
Editors
Contributors
Chapter 1 ◾ COVID-19 Impact on Educational Institutions: A Detailed Analysis
1.1 Introduction
1.2 Literature Review
1.2.1 COVID-19 and Its Impact on Nations’ Economies
1.2.2 COVID-19’s Past, Current, and Future Impact on Education Funding
1.2.3 Role of E-Learning in Education
1.2.4 Role of E-Learning in the COVID-19 Crisis
1.2.5 Advantages of E-Learning
1.2.6 Disadvantages of E-Learning
1.2.7 Future of E-Learning
1.3 Case Studies
1.3.1 Case Study of Three Faculty Members from the Two Countries
1.3.3 Quality of E-Learning during COVID-19
1.4 Conclusion and Future Scope
References
Chapter 2 ◾ E-Learning as a Desirable Form of Education in the Era of Society 5.0
2.1 Introduction
2.2 What Are Education 4.0 and Society 5.0?
2.3 What Is Lifelong Learning?
2.4 Traditional Learning to Lifelong Learning
2.5 Adapting to New Realities
2.5.1 Blended Learning
2.5.2 Technology after COVID-19
2.5.3 Contactless Business Models
2.5.4 Five Ways to Adapt New Reality
2.5.4.1 Identify New Opportunities
2.5.4.2 Make it Convenient to Pay for Product
2.5.4.3 Alternative Solutions
2.5.4.4 Analyze Your Competitors
2.5.4.5 Spot Trends
2.6 Open-Source Learning Collaboratives
2.6.1 Community Relies on Shared External Factors
2.6.2 Collaborative Technology Usage
2.6.3 Contributions Are Incremental and Integrated
2.6.4 Realizing Collaborative Learning with Open-Source Principles
2.6.5 Task Delegation
2.6.6 Lack of Transparency
2.6.7 Work Environment Changes
2.6.8 Remote Work
2.6.9 Communication Gap
2.7 Integrating Social Media
2.7.1 Diverse Social Media Platforms
2.7.2 Social Marketing
2.8 Smart Learning Technological Exemplification
2.9 Project-Based Learning
2.9.1 Self-Motivated Learning
2.9.2 Curriculum PBL
2.10 Dedicated Unit for Digital Education
2.10.1 How to Create Digital Content?
2.10.2 Inclusion of Digital Learning with Its Context
2.10.3 Self-Developed Educational Digital Images
2.10.4 Exploring Digital Content in Games
2.10.5 Giving Choice for the User
2.10.6 Team-Coordinated Digital Content Creation
2.11 The New Education Policy (NEP)
2.11.1 NEP 2020 and Online Learning
2.11.2 COVID-19 Pandemic and Growth of Online Education
2.12 Technology Support and AI-Based Learning
2.13 Future of E-Learning
2.14 Case Study
2.15 Conclusion and Future Scope
Acknowledgment
References
Chapter 3 ◾ Education Situation in Online Education before the Pandemic and in the Time of Pandemic
3.1 Introduction
3.1.1 Technology Breakthrough in Education Amid the COVID-19 Pandemic
3.1.2 Technological Boost in the Education System: Pre- and Post-COVID Statistics
3.2 Historical Perspective and Evolution of Education
3.2.1 Pandemic Implications on the Educational System Pre- and Post-COVID-19
3.2.2 Pandemic’s Influence on Higher Education
3.3 The Pandemic Crisis Impact on the Education System Before and during COVID-19
3.3.1 Financial Deprivation of Education
3.3.2 International Student Mobility
3.3.3 Loss of Instructional Hours and Learning Loss
3.4 Online Education: Technological Breakthrough before and during the Pandemic
3.4.1 Evolution of Online Education from the 20th Century to the Present Pandemic
3.4.2 Current Trends in the Online Education System
3.4.2.1 Blended Learning
3.4.2.2 Mobile Learning
3.4.2.3 Immersive Learning
3.5 Discussion
3.6 Conclusion and Future Scope
3.6.1 Outcomes to the Future of Online Education
3.6.2 Future Scope
References
Chapter 4 ◾ Factors Affecting E-Learning System in Management Students during COVID-19 in India
4.1 Introduction
4.1.1 Overview of E-Learning
4.1.2 India’s E-Learning Education Landscape
4.1.3 E-Learning Is a Necessity, Not a Choice
4.1.4 Online Education’s Interchangeable Terminology
4.1.5 E-Learning Platforms in India during COVID-19
4.2 Literature Review
4.3 Methodology
4.4 Data Analysis and Findings
4.4.1 Sampling Adequacy Test
4.4.2 Exploratory Factor Analysis
4.4.3 Factor Rotation Analysis
4.4.4 Extracted Constructs
4.5 Discussion and Implications
4.6 Limitations of the Study
4.7 Conclusion and Future Scope
References
Chapter 5 ◾ New Technology Anxiety and Acceptance of Technology: An Appraisal of MS Teams
5.1 Introduction and Background of Study
5.2 Literature Review
5.2.1 Evolution of Distance Education Over a Period of Time
5.2.2 Distance Education and Online Learning
5.2.3 Microsoft Teams
5.2.3.1 MS Teams in Terms of Relevance and Adoption
5.2.4 TAM and Research Hypothesis
5.2.4.1 New Technology Anxiety
5.3 Methodology and Research Framework
5.4 Finding and Analysis
5.4.1 Reliability Analysis
5.4.2 Mean and Median Analysis
5.4.3 Correlation Analysis
5.4.4 Structural Equation Modeling for Measurement Model
5.4.4.1 Path Diagram and Model Fit Indices for PES
5.4.4.2 Path Diagram and Model Fit Indices for PUS
5.4.4.3 Path Diagram and Model Fit Indices for NTA
5.4.4.4 Path Diagram and Model Fit Indices for ATU
5.4.4.5 Path Diagram and Model Fit Indices for BI
5.4.4.6 Path Diagram and Model Fit Indices for AU
5.4.4.7 Measurement Model for the Conceptual Framework
5.4.5 Assessment of NTA as a Construct in the TAM Model
5.5 Research Contribution
5.6 Limitations of the Study
5.7 Conclusion & Future Scope
References
Chapter 6 ◾ The Paradigm Shift in Higher Education and Impact of Distance Learning in Era of Industry 4.0 and Society 5.0
6.1 Introduction
6.2 Transition from Industry 0 to 4.0
6.2.1 Industry 0 (Before 1.0)
6.2.2 Industry 1.0
6.2.3 Industry 2.0
6.2.4 Industry 3.0
6.2.5 Industry 4.0
6.2.6 Industry 5.0
6.3 Transition from Society 1.0 to 5.0
6.3.1 Hunting Society
6.3.2 Agrarian Society
6.3.3 Industrial Society
6.3.4 Informational Society
6.3.5 Super-Smart Society
6.4 COVID-19 and Distance Learning
6.5 Literature Review
6.6 The Paradigm Shift in Education
6.6.1 Education in the Industrial Era
6.6.2 Education in the Information Era
6.6.3 Education in the Smart Era
6.7 Distance Learning
6.7.1 Distance Learning in 1st Wave
6.7.2 Distance Learning in the Second Wave
6.7.3 Distance Learning in Future
6.8 Challenges in Distance Learning
6.9 Merits of Distance Learning
6.10 Demerits of Distance Learning
6.11 Aligning Education with Industry 4.0, Society 5.0, and Blended Learning
6.12 Best Practices by the Japan Government
6.13 Conclusion and Future Scope
6.13.1 Future Scope
References
Chapter 7 ◾ The Use of Web 3.0 in University E-learning, Quality Assurance, and Knowledge Management
7.1 Introduction
7.2 Literature Review
7.2.1 Web 1.0
7.2.2 Web 2.0
7.2.3 Web 3.0
7.3 E-Learning Evaluation
7.3.1 E-Learning 1.0
7.3.2 E-Learning 2.0
7.3.3 E-Learning 3.0
7.3.3.1 Key Challenges with E-Learning 3.0
7.4 Research Methodology
7.4.1 Methods of Data Collection
7.4.2 Conceptual Framework
7.4.3 Examining the Suggested Structure
7.4.3.1 Semantic-Web-Based Educational Systems
7.4.3.2 Educational Impact
7.4.3.3 Innovation/Collaboration
7.4.3.4 Content Divines
7.4.3.5 The Information Quality Category
7.4.3.6 Transformation/Sustainability
7.5 The Influence of Web 3.0 as well as Web 2.0 as Tutoring Agents in HEIs
7.6 Controversies Encompassing the Adoption of Web 2.0/Web 3.0 Innovation in HEIs
7.7 HEI Investment in ICT and Social Apps
7.8 Conclusion and Future Research
References
Chapter 8 ◾ The Influence of Industry 4.0 and 5.0 for Distance Learning Education in Times of Pandemic for a Modern Society
8.1 Introduction
8.2 Industry 4.0 and Industry 5.0
8.2.1 Concept of Industry 4.0 in Distance Learning
8.2.1.1 Industry 4.0 Technology-Based Approach for Distance Learning during the COVID-19 Pandemic
8.2.1.2 Applications of Virtual Reality for Distance Learning during the COVID-19 Pandemic
8.2.1.3 Applications of Augmented Reality for Distance Learning during the COVID-19 Pandemic
8.2.2 Concept of Industry 5.0 in Distance Learning
8.2.2.1 The New Society and the New Systems
8.3 Distance Learning and Digital Transformation
8.3.1 Distance Learning Technological Exemplification
8.3.2 The Influencing Factors and Trends
8.3.3 The Characteristics of Distance Teaching and Learning in the Era of Industry 4.0 and Industry 5.0
8.4 The Future Strategies for Distance Learning in the Era of Industry 4.0 and Industry 5.0
8.4.1 Lifelong Distance, Online, and Transdisciplinary Education
8.4.2 Human-Centric Design Modules, Resilience, and Sustainability
8.4.3 Hands-on Management Courses and Data Fluency
8.4.4 Human Agent with Computer Interaction Experiences
8.5 Conclusion and Future Scope
References
Chapter 9 ◾ Innovations of Teaching and Testing English to Students of other Majors Online During COVID-19 Pandemic at Mila University Centre, Algeria
9.1 Introduction
9.2 Theoretical Foundations of ESP and EAP
9.3 Teaching ESP and EAP during the COVID-19 Pandemic
9.4 Teaching Methods
9.4.1 Platform Moodle
9.4.2 Google Meet Sessions
9.5 Testing Methods
9.5.1 The Continuous Assessment Activities
9.5.2 Final Exam Evaluation
9.6 Barcode Scanning Correction
9.7 Online Testing Tasks
9.8 Conclusion and Future Scope
References
Chapter 10 ◾ Distance Learning and Higher Education Hybridization: Opportunities and Challenges for Students with Disabilities
10.1 Introduction
10.2 Distance Education and Online Learning
10.3 Distance Learning in Higher Education
10.4 Digital Inclusion and Disability: Opportunities and Challenges
10.4.1 The Promise of Digitalization
10.4.2 Impact of Digitalization on Students with Disabilities
10.5 Disability in Higher Education
10.5.1 Institutional Answers to Inclusion
10.5.2 Higher Education Perspectives on Diversity
10.5.3 Disability and Challenges for Higher Education
10.6 Can Distance Learning Be Successful?
10.6.1 Factors Influencing the Performance in Distance Education
10.6.2 Pedagogical Strategies for Distance Learning
10.6.3 Course Design in the Online Learning Environment
10.6.4 Principles of Distance Learning
10.7 Recommendations for Higher Education Institutions to Accommodate Educational Needs of Students with Disabilities
10.8 Conclusion and Future Scope
References
Chapter 11 ◾ E-Learning: A Catalyst to Promote the Digital Citizenship
11.1 Introduction
11.1.1 E-Learning
11.1.2 Evolution of E-Learning
11.1.3 Objectives of E-Learning
11.1.4 Categories of E-Learning
11.1.5 Technological Advancements of E-Learning
11.1.6 Methodology of Active E-Learning
11.2 Emerging Trends of E-Learning from Past to Pandemic
11.3 Digital Learning Management System (DLMS)
11.3.1 Digital Learning Management System: Definition
11.3.2 Components and Functions of Digital Learning Management System (DLMS)
11.3.3 Integration of Instructional Tools into DLMS
11.3.3.1 Curriculum Tools and Interaction in Learning
11.3.3.2 Digital Library Tool
11.3.3.3 Knowledge Representation Tool (KRT)
11.4 Digital Citizenship
11.4.1 Management of Digitally Trained Human Resources
11.4.2 Importance of Digi-Edu-Citizenship
11.4.3 Factors Affecting Digital Citizenship
11.5 Conclusion
References
Index