Remote Learning in Times of Pandemic Issues, Implications and Best Practice
This edited volume examines the implications of COVID-19 on distance and online learning, discussing how the move to online teaching and learning modes proved to be a source of immense institutional, organizational, and educational challenges.
With chapters grounded in theoretical and methodological approaches pertinent to education and pedagogy, the book explores the relevance of theory to the educational situation brought about by the pandemic and highlights the specific issues and challenges that distance learning has to account for in crisis situations. Key topics discussed include innovations and best practices in online learning, research, and management; developments in computer-supported collaborative learning, training, and research; the use of intelligent tutoring and mentoring systems in times of crisis; the role of university leadership and users’ perceptions and attitudes to online teaching and learning.
The book offers fresh insights into the specificity of distance learning in a pandemic and its effects in established working patterns. It will be highly relevant reading for academics, researchers, and post-graduate students in the fields of online learning, distance learning, educational technology, and pedagogy, as well as university administrators and those directly involved in online teaching.
List of figures
List of tables
Introduction: Remote learning is a mode of distance learning?
Linda Daniela and Anna Visvizi
Part 1: Remote Learning in Higher Education
- A new era: Learning and living in difficult times
- Computer supported knowledge building community: A new learning analytics tool
- Digital Learning, Teaching and Collaboration in an Era of ubiquitous Quarantine
- Social simulation transfer to online: Pedagogical reflections on teaching presence
- The Covid-19 Pandemic and the Effectiveness of Education in Military Universities in Poland
- Reflections on the Adaptation to the Covid19 Pandemic in Higher Education
- What kind of support did the faculty receive during emergency distance education at universities?
- Teaching Mathematics to Reflect on the Covid-19 Pandemic: Best Practices
- Learning and Teaching During Covid-19: Survey Findings
- Stress, Anxiety, and Depression Among Students and Employees During the Pandemic: A View from the KSA
- Results of the evaluation of learning platforms and digital learning materials
- Factors of Successful Work in School During COVID-19 Pandemics in Latvia
- Parents’ perspective on distant learning during COVID-19 related restrictions in Latvia
- Schematic Development for Knowing Students as Learners in a Distance Learning Environment
- White Space, Blank Class: A filmmaking approach in education
Barbara Ruth Burke, Liene Ločmele
Calixto Gutiérrez-Braojos, Carlos Rodriguez-Domínguez, Francisco Carranza-García, Gabriel Navarro-Garulo
Alexander Henlein, Giuseppe Abrami, Attila Kett, Christian Spiekermann, Alexander Mehler
Agnese Dāvidsone, Renata Matkevičienė, Austė Telyčėnaitė, Vineta Silkāne, Anžela Jurāne Brēmane
Adela Acitores Suz, Silvia Nuere, Laura de Miguel Álvarez
Lenka Benešová, Zlata Hokrová, Viktor Chejlava, Pavel Mentlík, Tomáš Pruner, Lucie Rohlíková, Jan Topinka, Jana Vejvodová
Jesús Montejo-Gámez, Victoria M. Amador-Saelices, José Antonio Fernández Plaza
Nora Jansone-Ratinika, Rudīte Koka, Tatjana Koķe, Māris Brants, Raimonds Strods
Part 2: Agents of Remote Learning
Joudi Bathallath, Tayeb Brahimi
Linda Daniela, Arta Rūdolfa, Zanda Rubene
Evija Mirke, Lilian Tzivian
Baiba Martinsone, Ieva Stokenberga
Jennifer Wong-Powell, Ochan Kusuma-Powell
Agnes Papadopoulou, Iakovos Panagopoulos
Conclusions: Taking stock of the transition
Linda Daniela and Anna Visvizi