Redefining Virtual Teaching Learning Pedagogy

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
References
Chapter 14 The Real-Time Problems and Solutions in Online Classes for Students and Parents
14.1 Introduction
14.2 Objectives
14.3 Problem Definition
14.4 Contribution
14.5 Related Methods
14.6 Methodology
14.6.1 Data Collection
14.7 Results and Discussion
14.7.1 Student Survey Report
14.7.2 Parent Survey Report
14.8 Advantages and Disadvantages of Online Classes
14.8.1 Advantages of Online Classes
14.8.2 Disadvantages of Online Classes
14.9 Conclusion
References
Chapter 15 An Investigation on Remote Teaching Approaches and The Social Impact of Distance Education
15.1 Introduction
15.2 Literature Review
15.3 Online Classes
15.4 Enhancing Online Meetings via the Use of Screen Sharing
15.4.1 Enhance Comprehension
15.4.2 Ensures Everyone is on the Same Page
15.4.3 Facilitates Team Brainstorming
15.4.4 Making a Real Team Effort Out of a Meeting
15.4.5 Provides Assistance for People Who are Based Remotely
15.5 e-Learning with New Tools and Practices
15.6 Societal Effects of Remote Learning
15.6.1 Impact of e-Learning on Children and Families
15.6.2 Children’s Development as a Result of Online Education
15.6.3 Social Growth
15.6.4 Emotional Issues
15.6.5 The Effects of Online Education on Family Life
15.7 Conclusion
References
Chapter 16 Performance and Security Issues Management During Online Classes
16.1 Introduction
16.1.1 Network Environment
16.1.2 Network Environment in Online Class
16.1.3 Challenges
16.1.4 Security Issues in Online Class
16.1.5 Data Encryption Standard
16.1.6 Huffman Coding
16.1.7 Paper Organization
16.2 Related Work
16.2.1 Researches in Area of Network Environment in Online Classes
16.2.2 Researches in the Field of Cryptographic Security
16.2.3 Researches in the Field of Data Compression
16.3 Problem Statements
16.4 Methodology Used in Proposed Work
16.4.1 Internal Working of Proposed Work
16.4.2 Data Compression Using Huffman Mechanism
16.4.3 Comparison of AWS, Azure and Google Based Services
16.5 Implementation
16.5.1 Simulation for Time/Error/Packet Size
16.5.1.1 Time Consumption
16.5.1.2 Error Rate
16.5.1.3 Packet Size
16.5.2 MATLAB Simulation for Comparative Analysis of Security
16.5.2.1 Man in Middle
16.5.2.2 Brute Force Attack
16.5.2.3 Denial of Services
16.5.2.4 Application-Level Attack
16.5.2.5 Attack by Malicious Insider
16.6 Conclusions
16.7 Scope of Research
References
Chapter 17 Perceptions of Teachers and Students on the Use of Google Classroom in Teaching–Learning Process
17.1 Introduction
17.2 Literature Review
17.3 Objectives of the Study
17.4 Hypotheses and Research Questions
17.5 Methodology
17.5.1 Delimitations
17.5.2 Population
17.5.3 Sample and Sampling Procedure
17.5.4 Instrument
17.5.5 Statistical Techniques
17.6 Result and Discussion
17.7 Limitations
17.8 Educational Implications
17.9 Conclusion
References
Chapter 18 Critical Review of Computer-Based Technology and Student Engagement
18.1 Introduction
18.2 Student Engagement
18.3 Influence of Technology on Student Engagement
18.3.1 Web-Conferencing
18.3.2 Blogs
18.3.3 Wikis
18.3.4 Social Networking Sites
18.3.5 Facebook
18.3.6 Twitter
18.3.7 Digital Games
18.4 Discussion and Implications
18.4.1 Methodological Limitations
18.4.2 Areas for Future Research
18.5 Recommendations for Practice
18.6 Conclusion
References
Chapter 19 Mediated Learning of the Writing Skill via Zoom by EFL Students
19.1 Introduction
19.2 Literature Review
19.2.1 Cultural Artifacts in Sociocultural Theory
19.2.2 Previous Studies
19.3 Methodology
19.3.1 The Participants
19.3.2 Data Collection and Analysis
19.4 Findings
19.4.1 Mediated Learning of the Writing Skill with Peers via Zoom
19.4.2 Mediated Learning of the Writing Skill with Instructors via Zoom
19.4.3 Mediated Learning of the Writing Skill via Other Features of Zoom
19.5 Discussion and Implications
19.6 Conclusion
References
Chapter 20 ICT Tools for Efficient Implementation of Blended and Flipped Learning Models
20.1 Introduction
20.2 Blended Learning
20.2.1 Why Blended Learning?
20.2.2 Types of BL Models
20.2.3 Roles of Teachers and Learner
20.2.4 Blended Learning in Use
20.3 Flipped Learning
20.3.1 Types of Flipped Learning
20.3.2 Flipped Learning in Use
20.4 ICT Tools
20.4.1 Massive Open Online Course (MOOC)
20.4.2 SWAYAM
20.4.3 Learning Management System (LMS)
20.4.4 Virtual Labs (VL)
20.4.5 G-Suite for Education
20.4.6 Microsoft Office 365 for Education
20.4.7 Video Recording Apps
20.5 Challenges
20.6 Conclusion
References
Chapter 21 Impact of Information and Communication Technology on Rural Economy: With Special Reference to Uttar Pradesh
21.1 Introduction
21.2 ICT and its Linkages with Rural Economy
21.3 Infrastructural Facilities
21.4 Need of the Study
21.5 Research Methodology
21.6 Objectives of the Study
21.7 Hypothesis of the Study
21.8 Data Analysis and Interpretation
21.9 Conclusion
21.10 Limitations
21.11 Future Scope of the Research
References
Chapter 22 Prioritizing the Critical Success Factors of E-Learning Systems by Using DEMATEL
22.1 Introduction and Background
22.2 Review of Literature
22.2.1 Discussion/Dialogues (Student–Student, Instructor–Student)
22.2.2 Course Design/Structure
22.2.3 Students’ Motivation
22.2.4 Instructor
22.2.5 Self-Regulation
22.3 Data Inputs and Research Methodology
22.4 Discussion of Results
22.4.1 Creating Matrix of Direct Effect
22.4.2 Normalizing the Matrix of Direct-Influence
22.4.3 Preparing the Matrix of the Total-Relation
22.4.4 Creating Map of Impact Relationship Among Factors
22.4.5 Cause and Effect
22.5 Conclusion, Recommendations and Scope for Future Research
References
Chapter 23 Online Education Goes Viral – A Phantom Over Mental Peace
23.1 Introduction
23.1.1 Benefits of ‘Home Schoolivery’
23.1.2 Disparate Impact of E-Learning – Indirect Discrimination
23.1.3 Mental Health – A Cog in the Wheel
23.1.4 Walking Through the Old Lanes
23.1.5 Woeful Inadequacy of Resources to Disseminate
23.2 Review of Literature
23.3 Research Methodology
23.3.1 Objective
23.4 Analysis and Interpretation
23.5 Discussion of the Model
23.6 Conclusion and Recommendation
23.6.1 Questions in Pursuit of Answers
References
Index
EULA