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 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. 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