Redefining Virtual Teaching Learning Pedagogy E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 848

Veröffentlichungsjahr: 2023

Beschreibung

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 systems are undergoing major changes by adopting advanced digital education strategies. Schools, colleges, and universities around the world have swiftly switched to online delivery modes. Students are learning via new platforms and the use of narrated lectures, podcasts, online quizzes, and other e-learning materials has increased. Virtual learning improves the educational experience, transforms teaching and learning, and provides rich, diverse, and flexible learning opportunities for the digital generation. It also makes students able to gain, share and verify knowledge through different sources such as social media communities, blogging, web-based content writing, video-based learning, etc. The main focus of "Redefining Virtual Teaching Learning Pedagogy" is to bring together leading academic scientists, researchers, and research scholars to exchange and share their experiences and results on all aspects of virtual learning and teaching. The chapters mainly focus on 6 critical areas of virtual teaching and learning: * Curriculum and learning objectives * Learning materials * Pedagogic processes * Classroom assessment frameworks * Teacher support in the classrooms * School leadership and management development. Audience Educators, researchers, academicians, entrepreneurs, and corporate professionals will gain knowledge and be updated about the role & future of virtual teaching and learning and the latest digital tools used for that purpose.

Leseprobe

Table of Contents

Cover

Series Page

Title Page

Copyright Page

Preface

1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type

1.1 Introduction

1.2 Review of Related Literature

1.3 Method

1.4 Results

1.5 Discussion

1.6 Conclusion

References

2 Virtual Classroom Platform Development

2.1 Introduction

2.2 User Login/Registration Processes

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

2.8 Conclusion

References

3 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India

3.1 Introduction

3.2 Materials and Methods

3.3 Results and Discussion

3.4 SWOT Analysis of Online Education in Kolkata

3.5 Conclusion

References

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

4.6 Modern New Age Teaching Pedagogy

4.7 Modern Innovative Tools

4.8 Conclusion

References

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

5.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India

5.4 Methodology

5.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders

5.6 Findings and Discussions

5.7 Performance Assessment

5.8 Conclusion

References

6 Significance of e-Learning in Indian Modern Higher Education System: A Review

6.1 Introduction

6.2 Review of Literature

6.3 Conclusion

References

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

7.6 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

8 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance

8.1 Introduction

8.2 Sample and Population

8.3 Findings of the Study

8.4 Discussion Based on the Study

8.5 Conclusion

References

9 Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges

9.1 Introduction

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

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

10.3 Results and Discussion

10.4 Conclusion

References

11 Role and Impact of ICT on Rapidly Advancing New Age Teaching Pedagogy in Higher Educational Institutions in Oman

11.1 Introduction

11.2 ICT Methodologies Adopted for Teaching

11.3 Gaps Between Deliverables and Delivered

11.4 Causes of the Technological Gaps

11.5 Ways to Fill in the Gaps

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

11.16 Analysis of ICT

11.17 People that Use ICT in the Field of Education

11.18 Ease of Use of ICT

11.19 Problems Encountered During ICT-Based Class

11.20 Recommendations

11.21 Conclusion

References

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)

12.5 Conclusion

References

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

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

14.7 Results and Discussion

14.8 Advantages and Disadvantages of Online Classes

14.9 Conclusion

References

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

15.5 e-Learning with New Tools and Practices

15.6 Societal Effects of Remote Learning

15.7 Conclusion

References

16 Performance and Security Issues Management During Online Classes

16.1 Introduction

16.2 Related Work

16.3 Problem Statements

16.4 Methodology Used in Proposed Work

16.5 Implementation

16.6 Conclusions

16.7 Scope of Research

References

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

17.6 Result and Discussion

17.7 Limitations

17.8 Educational Implications

17.9 Conclusion

References

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

18.4 Discussion and Implications

18.5 Recommendations for Practice

18.6 Conclusion

References

19 Mediated Learning of the Writing Skill via Zoom by EFL Students

19.1 Introduction

19.2 Literature Review

19.3 Methodology

19.4 Findings

19.5 Discussion and Implications

19.6 Conclusion

References

20 ICT Tools for Efficient Implementation of Blended and Flipped Learning Models

20.1 Introduction

20.2 Blended Learning

20.3 Flipped Learning

20.4 ICT Tools

20.5 Challenges

20.6 Conclusion

References

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

22 Prioritizing the Critical Success Factors of E-Learning Systems by Using DEMATEL

22.1 Introduction and Background

22.2 Review of Literature

22.3 Data Inputs and Research Methodology

22.4 Discussion of Results

22.5 Conclusion, Recommendations and Scope for Future Research

References

23 Online Education Goes Viral – A Phantom Over Mental Peace

23.1 Introduction

23.2 Review of Literature

23.3 Research Methodology

23.4 Analysis and Interpretation

23.5 Discussion of the Model

23.6 Conclusion and Recommendation

References

Index

End User License Agreement

List of Tables

Chapter 1

Table 1.1 Burnout levels in Latin American university students.

Table 1.2 Reliability and convergent validity.

Table 1.3 Discriminatory validity.

Table 1.4 Cross-factorial load.

Table 1.5 Contrasting hypotheses.

Chapter 3

Table 3.1 Strengths of online education.

Table 3.2 Weakness of online education.

Table 3.3 Opportunities of online education.

Table 3.4 Threats of online education.

Table 3.5 Weakness threat strategies.

Table 3.6 Quantitative strategic planning matrix.

Chapter 5

Table 5.1 Digital platforms for online teaching.

Table 5.2 Access time and number of trials.

Table 5.3 Quality of content delivery.

Chapter 8

Table 8.1 Descriptive statistics.

Table 8.2 Between-subject factors.

Table 8.3 Normality test for teaching mode (online, classroom, Any).

Table 8.4 Tests of normality for place (Mumbai, Shirpur).

Table 8.5 Levene’s test of equality of error variances

a

.

Table 8.6 Tests of between-subject effects.

Table 8.7 Multiple comparisons.

Table 8.8 Tukey’s test.

Table 8.9 Factors that impact exam scores of students who prefer online mode o...

Chapter 9

Table 9.1 Factors, learner motives of VBL, and citation.

Table 9.2 The ICAP framework of cognitive learning engagement.

Table 9.3 Teacher’s role and major studies.

Chapter 10

Table 10.1 Alphabetical list of databases used for this systematic review.

Table 10.2 Data types arranged for the analysis.

Table 10.3 Demography of the data on studies that reported oral manifestation ...

Chapter 11

Table 11.1 SWOT analysis of higher education using ICT in Oman.

Table 11.2 Applying McKinsey 7S Model to analyze and ICT related gaps in highe...

Chapter 13

Table 13.1 Different LMS and its hosting type.

Table 13.2 Comparison of various E-content development tools.

Chapter 14

Table 14.1 Number of participants in the survey.

Table 14.2 The student survey questionnaire.

Table 14.3 The parent survey questionnaire.

Table 14.4 Challenges to overcome online classes.

Chapter 15

Table 15.1 Difference in traditional and remote learning.

Chapter 16

Table 16.1 Feature-wise comparison of AWS, Azure and Google cloud.

Table 16.2 Database services-wise comparison of AWS, Azure and Google cloud.

Table 16.3 Services-wise comparison of AWS, Azure and Google cloud.

Table 16.4 Time consumption.

Table 16.5 Error rate.

Table 16.6 Packet size.

Table 16.7 Man in middle.

Table 16.8 Brute force attack.

Table 16.9 Simulation for denial of services.

Table 16.10 Simulation for application-level attack.

Table 16.11 Simulation for attack by malicious insider.

Chapter 17

Table 17.1 Description of perception scale.

Table 17.2 The perception of teachers on the use of Google classroom in teachi...

Table 17.3 Dimensions, mean and rank of teachers.

Table 17.4 The perception of PG students on the use of Google Classroom in tea...

Table 17.5 Dimensions, mean, and rank of students.

Table 17.6 Distribution of

t

-test regarding various variables.

Table 17.7 Results of one-way ANOVA for stream.

Table 17.8 Results of one-way ANOVA for stream.

Table 17.9 The relationship of teachers and PG students to their perception.

Table 17.10 Showing the pitfalls/challenges on the use of Google Classroom per...

Table 17.11 Showing the pitfalls/challenges of using Google Classroom perceive...

Table 17.12 Showing the advantages perceived by teachers of using Google Class...

Table 17.13 Showing the advantages perceived by PG Students of using Google Cl...

Chapter 19

Table 19.1 Mediated learning of the writing skill with peers via Zoom.

Table 19.2 Mediated learning of the writing skill with instructors via Zoom.

Table 19.3 Mediated learning of the writing skill via other features of Zoom.

Chapter 21

Table 21.1 Coding values of ICT variables.

Table 21.2 Descriptive statistics of ICT.

Table 21.3 Coding values of rural economy variables.

Table 21.4 Descriptive statistics of rural economy variables.

Table 21.5 Model summary.

Table 21.6 ANOVA

a

.

Table 21.7 Coefficients

a

.

Table 21.8 Model summary.

Table 21.9 ANOVA

a

.

Table 21.10 Coefficients

a

.

Chapter 22

Table 22.1 Name and Abb. of CSF.

Table 22.2 LrOt’s matrix of direct influence.

Table 22.3 StSn’s matrix of direct influence.

Table 22.4 Normalized matrix of LrOt’s direct influence matrix.

Table 22.5 Normalized matrix of StSn’s direct influence matrix.

Table 22.6 LrOt’s matrix of total relationship.

Table 22.7 StSn’s matrix of total relationship.

Table 22.8 Degree of influence on LrOt.

Table 22.9 Degree of influence on StSn.

Table 22.10 Significant factors from an expert’s perspective.

Chapter 23

Table 23.1 Sample adequacy test.

Table 23.2 Validity and reliability of the selected variables.

Table 23.3 Model fit.

Table 23.4 Standardized regression weights.

List of Illustrations

Chapter 1

Figure 1.1 Research model.

Figure 1.2 Measuring model.

Chapter 2

Figure 2.1 System flow of E-classroom platform.

Figure 2.2 Students/teachers login/registration window.

Figure 2.3 Screenshot of students registration form.

Figure 2.4 Screenshot of teachers’ registration form.

Figure 2.5 Screenshot of student’s E-classroom window with dashboard.

Figure 2.6 Common and class wise shared resources.

Figure 2.7 Students profile details.

Figure 2.8 Log details of a registered student.

Figure 2.9 Students and teachers chats in discussion room.

Figure 2.10 Teacher’s control panel of e-classrooms.

Figure 2.11 An Administrator’s control panel of e-classrooms.

Figure 2.12 A live video session in e-classroom.

Figure 2.13 Screenshot of students’ login page of exam portal.

Figure 2.14 Screenshot of examination start page.

Figure 2.15 Screenshot of main examination page.

Chapter 3

Figure 3.1 Active COVID-19 cases in West Bengal till 20.11.2021.

Figure 3.2 Recoveries from COVID-19 till 20.11.2021.

Figure 3.3 Deaths due to COVID-19 in West Bengal till 20.11.2021.

Figure 3.4 Total COVID-19 cases in West Bengal till 20.11.2021.

Chapter 5

Figure 5.1 Digital platform for online teaching and learning.

Figure 5.2 OptiLab [19].

Figure 5.3 Ohms law simulation environment.

Figure 5.4 Pollen germination simulation.

Figure 5.5 Student attitude towards lab exercises.

Figure 5.6 Student attitude towards lab exercises.

Figure 5.7 Student attitude towards lab exercises.

Figure 5.8 Students’ satisfaction towards virtual lab exercises/class.

Figure 5.9 Access time and number of trials.

Figure 5.10 Quality of content delivery.

Chapter 8

Figure 8.1 Top 10 web conferencing tools in the year 2020. Source: Trust Radiu...

Figure 8.2 Research framework.

Figure 8.3 Estimated marginal means – place.

Figure 8.4 Estimated marginal means – teaching mode.

Figure 8.5 Estimated marginal means – interaction.

Chapter 9

Figure 9.1 Interrelationships of digital and physical learning spaces. Source:...

Figure 9.2 Method of learning and remembrance. Source: [32].

Figure 9.3 Academic activities for generation Z.

Chapter 10

Figure 10.1 Software interface.

Figure 10.2 Statistical analysis of the findings in REVMAN software by a Fores...

Figure 10.3 Risk of bias analysis in REVMAN software: quality control of the o...

Figure 10.4 Prisma protocol for primary data source screening on oral manifest...

Figure 10.5 Month-wise reports published during 2020 on the COVID-19 and oral ...

Figure 10.6 Overall meta-analysis and its risk of bias analysis.

Figure 10.7 Individual studies included in the meta-analysis and its risk of b...

Figure 10.8 Forest plot of quantitative meta-analysis on oral manifestations i...

Figure 10.9 Forest plot of quantitative meta-analysis on oral manifestations i...

Figure 10.10 Forest plot of quantitative meta-analysis on oral manifestations ...

Chapter 11

Figure 11.1 EduOasis login page.

Figure 11.2 Fishbone diagram for ICT in education.

Figure 11.3 Microsoft teams initial page.

Figure 11.4 Microsoft teams course page.

Figure 11.5 EduOasis course page.

Figure 11.6 EduOasis main page.

Figure 11.7 EduPortal attendance page.

Chapter 12

Figure 12.1 Start of course presentation

Figure 12.2 Selection of right answer.

Figure 12.3 Uluru question.

Figure 12.4 Facts about Uluru.

Figure 12.5 Fill in the blanks.

Figure 12.6 Audio files.

Figure 12.7 End of course presentation.

Figure 12.8 Start of branching scenario.

Figure 12.9 First set of questions.

Figure 12.10 Congratulating the learner.

Figure 12.11 Setting the second scenario.

Figure 12.12 Setting the third scenario.

Figure 12.13 Setting the fourth scenario.

Figure 12.14 Setting the fifth scenario.

Figure 12.15 Setting the sixth scenario.

Figure 12.16 Setting the seventh scenario.

Figure 12.17 Setting the eighth scenario.

Figure 12.18 End of the branching scenario.

Figure 12.19 Start of the interactive video.

Figure 12.20 Question related to ingredients.

Figure 12.21 Picking ingredients.

Figure 12.22 Drag and drop.

Figure 12.23 Fill in the blanks.

Figure 12.24 Summary.

Figure 12.25 Slack.

Figure 12.26 Project management.

Figure 12.27 Project goals.

Figure 12.28 Project goal assessment.

Figure 12.29 Image hotspot.

Figure 12.30 Image juxtaposition.

Figure 12.31 Image sequencing.

Figure 12.32 Images used in sequencing.

Figure 12.33 Interactive book.

Chapter 13

Figure 13.1 Issues of VL at various levels and factors.

Figure 13.2 Sun Burst chart of most used online platform.

Figure 13.3 Villages in India.

Figure 13.4 Indian States and number of schools with classification [23].

Figure 13.5 Tree diagram of facilities in Central Government Schools 2019–2020...

Figure 13.6 Universities in India.

Figure 13.7 Word Cloud of frequently used words on obstacles.

Figure 13.8 Most frequent words on obstacles.

Chapter 14

Figure 14.1 Challenges faced by students in online classes.

Figure 14.2 Architecture of proposed method.

Figure 14.3 Student survey questionnaire: Students interested in online classe...

Figure 14.4 Student survey questionnaire: Issues affecting online classes.

Figure 14.5 Student survey questionnaire: Impact on physical and mental health...

Figure 14.6 Student survey questionnaire: Problems faced by girl students in o...

Figure 14.7 Student survey questionnaire: News about online classes.

Figure 14.8 Parent survey questionnaire: Type of parents affected in online cl...

Figure 14.9 Parent survey questionnaire: Affordability of smart gadgets.

Figure 14.10 Parent survey questionnaire: Financial issues.

Figure 14.11 Parent survey questionnaire: Difficulties in online classes.

Figure 14.12 Parent survey questionnaire: Solution to avoid issues in online c...

Chapter 15

Figure 15.1 Online classes and issues related to it.

Figure 15.2 Showing multiple windows in small screen.

Figure 15.3 Sharing of single window.

Figure 15.4 Tools for online classes.

Chapter 16

Figure 16.1 Network environment.

Figure 16.2 Network environment in online classes.

Figure 16.3 Security issues in online classes.

Figure 16.4 Data encryption standard.

Figure 16.5 Huffman coding.

Figure 16.6 Process flow of proposed work.

Figure 16.7 Comparison of time taken during transmission of previous and propo...

Figure 16.8 Simulation for error rates for previous and proposed cryptography ...

Figure 16.9 Comparison of packet size for previous and proposed cryptography w...

Figure 16.10 Simulation for man in middle attack.

Figure 16.11 Simulation for Brute force attack.

Figure 16.12 Simulation for denial of services.

Figure 16.13 Simulation for application-level attack.

Figure 16.14 Simulation for attack by malicious insider.

Chapter 17

Figure 17.1 Pitfalls/challenges of using Google classroom perceived by teacher...

Figure 17.2 Pitfalls/Challenges of using Google Classroom perceived by PG stud...

Figure 17.3 Advantages of using Google Classroom perceived by teachers.

Source

...

Figure 17.4 Advantages of using Google Classroom perceived by PG students.

Sou

...

Chapter 20

Figure 20.1 Why blended learning.

Figure 20.2 Types of blended learning models.

Figure 20.3 Traditional vs. flipped classroom.

Figure 20.4 Learning flow [5].

Chapter 23

Figure 23.1 Structured equation model.

Guide

Cover

Series Page

Title Page

Copyright Page

Table of Contents

Preface

Begin Reading

Index

WILEY END USER LICENSE AGREEMENT

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Scrivener Publishing100 Cummings Center, Suite 541JBeverly, MA 01915-6106

Publishers at ScrivenerMartin Scrivener ([email protected])Phillip Carmical ([email protected])

Redefining Virtual Teaching Learning Pedagogy

Edited by

Rohit BansalRam SinghAmandeep SinghKuldeep Chaudhary

and

Tareq Rasul

This edition first published 2023 by John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, USA and Scrivener Publishing LLC, 100 Cummings Center, Suite 541J, Beverly, MA 01915, USA© 2023 Scrivener Publishing LLCFor more information about Scrivener publications please visit www.scrivenerpublishing.com.

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Library of Congress Cataloging-in-Publication Data

ISBN 978-1-119-86758-6

Cover image: Pixabay.ComCover design by Russell Richardson

Preface

In the current technology-driven era, education systems are undergoing major changes through adopting advanced digital education strategies. Schools, colleges and universities around the world have swiftly switched to online delivery modes. Students are learning via new platforms and the use of narrated lectures, podcasts, online quizzes and other e-learning materials has increased. In addition, teachers are engaging students with online classes to teach course syllabi through online learning platforms.

Virtual learning whereby education is pursued distantly and via digital mode improves the educational experience, transforms teaching and learning, and provides rich, diverse and flexible learning opportunities for the digital generation. It also makes students able to gain, share and verify knowledge through different sources such as social media community, blogging, web-based content writing and video-based learning etc.

However, the online platforms do not provide outcomes like an ancient or traditional educational methodologies because online modes do not offer inclusive learning solutions, especially for the most vulnerable and marginalized. Also, bringing out policy on online pedagogy seems to be the biggest miss in the current scenario. Major challenges are accessibility, acceptance, transformation of teaching pedagogies, and quality of education. Training needs to focus on making teachers as designers of learning as modern day education has six main aspects which determine quality education, namely:

Curriculum and learning objectives

Learning materials

Pedagogic processes

Classroom assessment frameworks

Teacher support in the classrooms and

School leadership and management development.

There is need to improve the ability of current online teachers to reach more students and enhance the teaching/learning experience. Efforts must be done to make virtual learning inventive and creative, as well as have a strong online presence that is visible to potential students.

Technology is the most crucial intermediate in the teaching-learning process. The main focus of this book is to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of virtual learning and teaching. It also provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of virtual learning and teaching. Contributors have done a remarkable job highlighting various aspects of virtual teaching and learning.

Chapter 1 briefly describes the levels of academic burnout and establishes a causal relationship by personality type in students of a Latin American public university.

An attempt is made in Chapter 2 to develop an independent and interactive virtual classroom platform using some free and open source software.

Chapter 3 provides comprehensive coverage of several positive experiences that students have undergone in the course of attending their online classes. This chapter also brings into light some problems that have been faced by the students in the course of attending online classes.

Chapter 4 summarizes the changes in current teaching methods through innovative teaching methods and strategies and highlights the need to develop a new integrated teaching-learning pedagogy.

Chapter 5 provides a concise overview of digital platforms used to deliver classes online and examines the students’ perception and the impact of virtual laboratory in their curriculum.

Chapter 6 investigates the scope of E-learning in the Indian higher education system, benefits, shortcomings, and blockades expected in the route of enlargement of E-learning in Indian higher educational institutions.

Chapter 7 explores the homeschooling scenario for homeschoolers based in Delhi and the likeliness to adopt homeschooling among non-homeschooling parents and proposes regulations for homeschooling to safeguard the interests of children.

Chapter 8 examines the impact of teaching mode preference (Online/Classroom/Any) and place on academic performance during Covid-19 and major factors that led to preference of teaching mode and correlation between the factors and the exam scores of students.

Chapter 9 identifies the generation – Z student behavioral preference factors of video-based learning (VBL) engagement and how teaching fraternity roles changed.

In Chapter 10, application of a review formatting software REVMAN has been used to analyze the extent of rare COVID symptom, oral manifestations.

Chapter 11 analyzes the various tools and methodologies adopted to teach in Oman HEIs using the advanced Information and Communications Technology and also finds the gaps between the intended deliverables and the actual delivered, the reasons, its causes and provide recommendations for improvisation.

Chapter 12 describes the application of the H5P tools in developing interactive E-contents, discusses the advantages of using these tools for E-content development and highlights the situations where each of these tools would be effective in the online learning environment.

Chapter 13 examines the pros and cons of virtual learning in the educational system followed at India, as well as the elements that affect trainers, students, and the administrations. It also makes an attempt to explore and analyze the changing landscape of virtual learning and teaching sector as well as future of virtual teaching and learning.

Chapter 14 details the issues that students and parents have throughout online classes and the solution for rural area students who are facing problems in online classes.

Chapter 15 explores numerous challenges students confront while attending online courses along with the resolutions.

Chapter 16 investigates integration of the Data Encryption Standard (DES) mechanism to Huffman based compression mechanism in order to increase the security and performance.

Chapter 17 explores the perceptions of teachers and post graduate students on the use of Google Classroom in the teaching learning process.

Chapter 18 presents a critical literature review on how blogs, social networking sites, wikis influence student engagement.

Chapter 19 is an attempt to answer how Zoom as a digital tool mediates EFL students’ learning of the writing in English at the tertiary level, and which aspects of English writing EFL students report to learn via Zoom.

Chapter 20 discusses blended learning and flipped learning, types, roles of mentors and students and existing methods. This chapter also explores ICT tools which aid the implementation of blended learning.

Chapter 21 examines the impact of ICT on rural economy particularly agriculture and infrastructure.

Chapter 22 establishes a link between important success elements for e-learning and learning outcomes and student satisfaction from the expert perspective.

Chapter 23 investigates detrimental impact of distance learning on the mental stability of the students.

This book opens up a vista of vast opportunities for researchers who are conclusively looking to create theories and applications on virtual learning and teaching. It is intriguing and has ramifications for a variety of stakeholders.

We appreciate the efforts exerted by the contributors in terms of quality research work done by them. We express our gratitude to the reviewers of the various articles for giving their valuable contribution in the form of comments and suggestions for the enrichment of this edited book. We are highly thankful to Scrivener Publishing for publication of this book.

The Editors

December 2022