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.
Table of Contents
Preface xvii
1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type 1
Edwin Hernan Ramirez-Asis, Jaheer Mukthar K.P., Rosario Margarita Yslado-Mendez, Nelson Francisco Cruz Castillo, Martha Esther Guerra-Muñoz and Guillermo Napoleon Pelaez-Diaz
1.1 Introduction 2
1.2 Review of Related Literature 3
1.2.1 Personality Types 3
1.2.2 Academic Burnout 4
1.2.3 Variables Associated with Academic Burnout 4
1.2.4 Variables of the Academic Context 5
1.2.5 Environmental and/or Social Context 5
1.2.6 Intrapersonal Variables 5
1.3 Method 6
1.4 Results 7
1.4.1 Model Measurement 7
1.4.2 Convergent Validity 7
1.4.3 Discriminant Validity 8
1.4.4 Cross Loads 11
1.4.5 Structural Model 12
1.5 Discussion 12
1.6 Conclusion 13
References 14
2 Virtual Classroom Platform Development 17
Kodge B. G.
2.1 Introduction 17
2.1.1 Free and Open Source Software 18
2.1.2 Review of Literature 18
2.1.3 Methodology 20
2.2 User Login/Registration Processes 21
2.2.1 Students’ Registration Process 21
2.2.2 Teachers’ Registration Process 21
2.2.3 Administrator’s Registration 23
2.3 Students E-Classroom 23
2.4 Teacher’s Control Panel 27
2.5 Administrator’s Control Panel 28
2.6 Live Videos Sessions 29
2.7 Online Examinations 30
2.7.1 Examination Login 30
2.7.2 Start Examination 31
2.7.3 Examination Page 32
2.8 Conclusion 33
References 33
3 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India 35
Suhel Sen and Asutosh Goswami
3.1 Introduction 36
3.1.1 Scenario of COVID-19 Situation in West Bengal 37
3.2 Materials and Methods 40
3.2.1 Basic Principles of Quantitative Strategic Planning Matrix (QSPM) 41
3.3 Results and Discussion 42
3.3.1 Various Applications Used for Online Teaching 42
3.3.1.1 Google Meet 42
3.3.1.2 Zoom 43
3.3.1.3 Cisco Webex 43
3.4 SWOT Analysis of Online Education in Kolkata 43
3.4.1 Strengths 43
3.4.2 Weakness 45
3.4.3 Opportunity 46
3.4.4 Threats 48
3.5 Conclusion 56
References 57
4 New Age Teaching Pedagogy: Innovative Teaching Methods and their Impact on Educational Performance of the Students 59
Anoop Pandey, Mehak Mittal, Kamal Ahmad and Vaibhav Sharma
4.1 Introduction 60
4.2 Teaching Pedagogy 61
4.3 Teacher Education in India 61
4.4 Modern Innovative Teaching Pedagogy 62
4.5 New Age Teaching Pedagogy: Need of the Hour 64
4.5.1 Transition 65
4.5.2 Technology 65
4.5.3 Innovative Tools 66
4.5.4 Training 66
4.5.5 Touch 66
4.6 Modern New Age Teaching Pedagogy 66
4.6.1 Learning by Design 66
4.6.2 Constructivism 66
4.6.3 Interactive Learning Environment 67
4.6.4 Collaborative Learning Environment 67
4.6.5 Spaced Learning Environment 67
4.6.6 Flipped Classroom Learning 67
4.6.7 Self-Learning 68
4.6.8 Gamification 68
4.6.9 Real-World Learning 68
4.6.10 Relationship Learning 68
4.6.11 Cross-Over Teaching and Learning 69
4.7 Modern Innovative Tools 69
4.7.1 Multimedia Learning 69
4.7.2 Mind Mapping 69
4.7.3 Chunking Strategy Learning 70
4.7.4 Virtual Reality Learning 70
4.7.5 Z to A Learning 70
4.7.6 Mnemonics Approach 70
4.7.7 Role Play 70
4.8 Conclusion 71
References 72
5 Efficacy of V-Lab for Engineering Students during COVID-19 75
Shiny Duela J., Umamageswari A., Raja K. and Suresh S.
5.1 Introduction 75
5.2 Materials and Methods: Sources and Importance of E-Learning and E-Teaching 76
5.2.1 Digital Platforms for Online Teaching 77
5.2.2 Virtual Platforms for Conducting Laboratory Online 80
5.2.2.1 Virtual Lab: An MHRD Initiative 81
5.2.2.2 Biotechnology and Biomedical Engineering Virtual Labs 81
5.2.2.3 Virtual Lab for Computer Science 82
5.2.3 Collaborative Learning Environs and Computer Models 82
5.2.3.1 OLabs 83
5.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India 84
5.4 Methodology 84
5.4.1 Objectives 84
5.4.2 Hypotheses 85
5.4.3 Research Design 85
5.4.4 Data Collection 85
5.4.5 Data Description and Sampling Plan 86
5.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders 87
5.5.1 Overall Interpretation 89
5.6 Findings and Discussions 89
5.7 Performance Assessment 91
5.7.1 Access Time and Number of Trials 91
5.7.2 Quality of Content Delivery 94
5.8 Conclusion 94
References 94
6 Significance of e-Learning in Indian Modern Higher Education System: A Review 97
Pooja Chaturvedi Sharma and Anoop Pandey
6.1 Introduction 97
6.2 Review of Literature 99
6.2.1 e-Learning 100
6.2.2 Learning Shift Toward Online 100
6.2.3 e-Learning-Related Studies 102
6.2.4 Importance of e-Learning 103
6.2.5 Barriers or Disadvantages of e-Learning 103
6.2.6 e-Learning and Higher Education 103
6.3 Conclusion 107
References 107
7 Homeschooling: A Case Study Based on Delhi, India 111
Neeru Sidana and Chitra Pandey
7.1 Introduction 111
7.2 Data Collection and Methodology 114
7.3 Literature Review 115
7.4 Data Analysis and Major Findings 120
7.5 Survey 124
7.5.1 Area 124
7.5.2 Income Distribution 124
7.5.3 Education Qualification 124
7.5.4 Earning Member of Family 125
7.5.5 Awareness About Homeschooling 125
7.5.6 Likeliness to Adopt Homeschooling 126
7.6 Policy Recommendations 127
7.7 Regulation of Homeschooling in the USA 128
7.8 Regulation of Homeschooling in the UK 128
7.9 Roadmap for India 129
7.10 Conclusion 129
7.11 Challenges and Recommendations 130
References 131
8 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance 135
Shalini Wadhwa and Mahendra Parihar
8.1 Introduction 135
8.1.1 Reasons for Undertaking Current Study and Methodology Adopted 139
8.2 Sample and Population 139
8.3 Findings of the Study 140
8.3.1 Findings Related to Objective 1 140
8.3.1.1 Hypothesis Testing 140
8.3.2 Findings Related to Objective 2 147
8.3.3 Findings Related to Objective 3 147
8.3.3.1 Major Challenges in Online Mode of Teaching 147
8.3.3.2 Effectiveness of Teaching Methods 148
8.4 Discussion Based on the Study 151
8.5 Conclusion 151
References 152
9 Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges 155
Manoj Kumar and Pradeep Mamgain
9.1 Introduction 156
9.1.1 Purpose of the Chapter 157
9.2 Generation Z Behavioral Feature 157
9.3 Video-Based Learning Motives (VBLM) 158
9.4 Video-Based Learning Platform 160
9.5 Teachers Role Transformation 162
9.6 Conclusion 164
9.7 Limitation and Further Research Scope 164
References 165
10 Quantitative Monitoring and Analysis of Rare Symptoms of COVID-19
Infection: Application of a Text and Citation Management Software as a Tool 169
Surajit Debnath
10.1 Introduction: The COVID Pandemic 169
10.2 Materials and Methods 170
10.2.1 REVMAN Software 170
10.2.2 Data Input Pane 171
10.2.3 Systematic Application of REVMAN on COVID-19
Rare Symptoms 171
10.2.4 Database Scrutiny 171
10.2.5 Combining BOOLEAN and MeSH Terms for Optimizing the Application Software 171
10.2.6 Secondary Data on Rare Symptoms of COVID-19 172
10.2.7 Data Extraction 172
10.2.8 Systematic Analysis 173
10.2.9 Statistical Analysis 174
10.3 Results and Discussion 175
10.4 Conclusion 180
References 180
11 Role and Impact of ICT on Rapidly Advancing New Age Teaching Pedagogy in Higher Educational Institutions in Oman 185
Rubina Ashmi Nabin
11.1 Introduction 186
11.1.1 Evolution of ICT in the Field of Higher Education in Oman 186
11.1.2 ICT Tools Used for Teaching 186
11.2 ICT Methodologies Adopted for Teaching 186
11.3 Gaps Between Deliverables and Delivered 187
11.3.1 Types of Gaps 188
11.3.2 Product/Market Gap 188
11.3.3 Performance Gap 188
11.3.4 Manpower Gap 188
11.4 Causes of the Technological Gaps 188
11.5 Ways to Fill in the Gaps 189
11.5.1 SWOT Analysis 189
11.5.2 Fishbone - Cause and Effect Analysis of ICT in Education 190
11.5.2.1 Language Barriers 190
11.5.2.2 Ease of Access 191
11.5.2.3 Privacy 191
11.5.2.4 Technology 191
11.5.3 McKinsey 7S Model 192
11.6 ICT Training 193
11.7 Importance of ICT Training in the Field of Education 193
11.8 Updating ICT from Time to Time and Means of Growth in the Field of Education 193
11.9 People Involved to be Trained for ICT 193
11.10 Adapting to Changes 193
11.11 Institutional Changes and ICT in Teaching 194
11.12 Global Changes and ICT in Teaching 194
11.13 Nationwide Changes and ICT in Teaching 194
11.14 Climatic Changes and ICT in Teaching 194
11.15 Types of Teaching Using ICT in Higher Educational Institutions 195
11.15.1 On Campus Teaching 195
11.15.2 Online Teaching 195
11.15.3 Blended or Hybrid Mode Teaching 195
11.15.3.1 Understanding Blended Learning 195
11.15.3.2 Measures to be Followed in Order to Ensure Effective Blended Learning 195
11.16 Analysis of ICT 195
11.17 People that Use ICT in the Field of Education 196
11.17.1 Teachers and their Use of ICT 196
11.17.2 Students and their Use of ICT 197
11.17.3 Department Heads and their Use of ICT 198
11.17.4 IT Support and their Use of ICT 198
11.18 Ease of Use of ICT 199
11.19 Problems Encountered During ICT-Based Class 199
11.19.1 Technical Problems 199
11.19.2 Non-Technical Problems 200
11.20 Recommendations 200
11.21 Conclusion 201
References 201
12 Digital Tools for Interactive E-Content Development 203
Raja Kannusamy
12.1 Introduction 204
12.2 Digital Learning 204
12.3 Theories of Learning 205
12.4 HTML5 Package (H5P) 206
12.4.1 Course Presentation 207
12.4.2 Branching Scenario 211
12.4.3 Interactive Video 216
12.4.4 Slack 220
12.4.5 Camtasia 221
12.4.6 Accordion 221
12.4.7 Agamotto 222
12.4.8 Documentation Tool 222
12.4.9 Image Hotspots 225
12.4.10 Image Juxtaposition 226
12.4.11 Image Sequencing 227
12.4.12 Interactive Book 227
12.5 Conclusion 228
References 229
13 Analysis of Changing Landscape of Virtual Learning in India 231
Dheva Rajan S. and M. G. Fajlul Kareem
13.1 Introduction 232
13.2 Affecting Elements in Organizations 232
13.3 Dealing with Exceptional Youngsters 238
13.4 ICT Tools in VL for Flipped, Blended Learning and its Pitfalls 240
13.5 Conclusion, Further Discussion and Recommendations 246
References 249
14 The Real-Time Problems and Solutions in Online Classes for Students and Parents 253
P. Gayathiri
14.1 Introduction 253
14.2 Objectives 255
14.3 Problem Definition 256
14.4 Contribution 256
14.5 Related Methods 257
14.6 Methodology 259
14.6.1 Data Collection 262
14.7 Results and Discussion 263
14.7.1 Student Survey Report 263
14.7.2 Parent Survey Report 265
14.8 Advantages and Disadvantages of Online Classes 269
14.8.1 Advantages of Online Classes 269
14.8.2 Disadvantages of Online Classes 269
14.9 Conclusion 272
References 273
15 An Investigation on Remote Teaching Approaches and The Social Impact of Distance Education 275
Parul Dubey, Pushkar Dubey and Kailash Kumar Sahu
15.1 Introduction 275
15.2 Literature Review 277
15.3 Online Classes 279
15.4 Enhancing Online Meetings via the Use of Screen Sharing 283
15.4.1 Enhance Comprehension 283
15.4.2 Ensures Everyone is on the Same Page 283
15.4.3 Facilitates Team Brainstorming 283
15.4.4 Making a Real Team Effort Out of a Meeting 284
15.4.5 Provides Assistance for People Who are Based Remotely 284
15.5 e-Learning with New Tools and Practices 284
15.6 Societal Effects of Remote Learning 287
15.6.1 Impact of e-Learning on Children and Families 287
15.6.2 Children’s Development as a Result of Online Education 288
15.6.3 Social Growth 289
15.6.4 Emotional Issues 290
15.6.5 The Effects of Online Education on Family Life 290
15.7 Conclusion 291
References 291
16 Performance and Security Issues Management During Online Classes 295
Ashu Tomar, Vandana B. Patil, Raja M., Anagha Mahajan and Shubhendu Shekher Shukla
16.1 Introduction 296
16.1.1 Network Environment 296
16.1.2 Network Environment in Online Class 296
16.1.3 Challenges 297
16.1.4 Security Issues in Online Class 297
16.1.5 Data Encryption Standard 300
16.1.6 Huffman Coding 300
16.1.7 Paper Organization 301
16.2 Related Work 302
16.2.1 Researches in Area of Network Environment in Online Classes 302
16.2.2 Researches in the Field of Cryptographic Security 302
16.2.3 Researches in the Field of Data Compression 303
16.3 Problem Statements 305
16.4 Methodology Used in Proposed Work 305
16.4.1 Internal Working of Proposed Work 306
16.4.2 Data Compression Using Huffman Mechanism 306
16.4.3 Comparison of AWS, Azure and Google Based Services 306
16.5 Implementation 308
16.5.1 Simulation for Time/Error/Packet Size 309
16.5.1.1 Time Consumption 309
16.5.1.2 Error Rate 310
16.5.1.3 Packet Size 311
16.5.2 MATLAB Simulation for Comparative Analysis of Security 312
16.5.2.1 Man in Middle 312
16.5.2.2 Brute Force Attack 312
16.5.2.3 Denial of Services 313
16.5.2.4 Application-Level Attack 314
16.5.2.5 Attack by Malicious Insider 316
16.6 Conclusions 317
16.7 Scope of Research 318
References 318
17 Perceptions of Teachers and Students on the Use of Google Classroom in Teaching-Learning Process 321
Subhadip Das and Santosh Kumar Behera
17.1 Introduction 321
17.2 Literature Review 324
17.3 Objectives of the Study 325
17.4 Hypotheses and Research Questions 325
17.5 Methodology 326
17.5.1 Delimitations 326
17.5.2 Population 326
17.5.3 Sample and Sampling Procedure 326
17.5.4 Instrument 326
17.5.5 Statistical Techniques 327
17.6 Result and Discussion 327
17.7 Limitations 337
17.8 Educational Implications 337
17.9 Conclusion 338
References 338
18 Critical Review of Computer-Based Technology and Student Engagement 341
Ankita Pathak and Sunil Mishra
18.1 Introduction 341
18.2 Student Engagement 343
18.3 Influence of Technology on Student Engagement 345
18.3.1 Web-Conferencing 345
18.3.2 Blogs 346
18.3.3 Wikis 346
18.3.4 Social Networking Sites 347
18.3.5 Facebook 347
18.3.6 Twitter 348
18.3.7 Digital Games 348
18.4 Discussion and Implications 349
18.4.1 Methodological Limitations 349
18.4.2 Areas for Future Research 350
18.5 Recommendations for Practice 351
18.6 Conclusion 352
References 352
19 Mediated Learning of the Writing Skill via Zoom by EFL Students 359
Le Pham Hoai Huong
19.1 Introduction 359
19.2 Literature Review 360
19.2.1 Cultural Artifacts in Sociocultural Theory 360
19.2.2 Previous Studies 361
19.3 Methodology 362
19.3.1 The Participants 362
19.3.2 Data Collection and Analysis 363
19.4 Findings 363
19.4.1 Mediated Learning of the Writing Skill with Peers via Zoom 363
19.4.2 Mediated Learning of the Writing Skill with Instructors via Zoom 365
19.4.3 Mediated Learning of the Writing Skill via Other Features of Zoom 366
19.5 Discussion and Implications 366
19.6 Conclusion 368
References 368
20 ICT Tools for Efficient Implementation of Blended and Flipped Learning Models 371
Raghavendra C. K. and Madhuri M.
20.1 Introduction 371
20.2 Blended Learning 372
20.2.1 Why Blended Learning? 372
20.2.2 Types of BL Models 373
20.2.3 Roles of Teachers and Learner 374
20.2.4 Blended Learning in Use 375
20.3 Flipped Learning 375
20.3.1 Types of Flipped Learning 376
20.3.2 Flipped Learning in Use 377
20.4 ICT Tools 379
20.4.1 Massive Open Online Course (MOOC) 379
20.4.2 Swayam 379
20.4.3 Learning Management System (LMS) 380
20.4.4 Virtual Labs (VL) 380
20.4.5 G-Suite for Education 380
20.4.6 Microsoft Office 365 for Education 381
20.4.7 Video Recording Apps 381
20.5 Challenges 382
20.6 Conclusion 383
References 384
21 Impact of Information and Communication Technology on Rural Economy: With Special Reference to Uttar Pradesh 387
Aman Roshan, V. C. Sharma and Ram Singh
21.1 Introduction 388
21.2 ICT and its Linkages with Rural Economy 389
21.3 Infrastructural Facilities 390
21.4 Need of the Study 391
21.5 Research Methodology 392
21.6 Objectives of the Study 392
21.7 Hypothesis of the Study 392
21.8 Data Analysis and Interpretation 393
21.9 Conclusion 397
21.10 Limitations 398
21.11 Future Scope of the Research 398
References 398
22 Prioritizing the Critical Success Factors of E-Learning Systems by Using DEMATEL 401
Kiran Mehta and Renuka Sharma
22.1 Introduction and Background 401
22.2 Review of Literature 405
22.2.1 Discussion/Dialogues (Student-Student, Instructor-Student) 405
22.2.2 Course Design/Structure 405
22.2.3 Students’ Motivation 406
22.2.4 Instructor 406
22.2.5 Self-Regulation 407
22.3 Data Inputs and Research Methodology 408
22.4 Discussion of Results 409
22.4.1 Creating Matrix of Direct Effect 409
22.4.2 Normalizing the Matrix of Direct-Influence 410
22.4.3 Preparing the Matrix of the Total-Relation 411
22.4.4 Creating Map of Impact Relationship Among Factors 411
22.4.5 Cause and Effect 413
22.5 Conclusion, Recommendations and Scope for Future Research 414
References 416
23 Online Education Goes Viral - A Phantom Over Mental Peace 421
Lovleen Gupta, Srishti Jain and Abhin Narula
23.1 Introduction 421
23.1.1 Benefits of ‘Home Schoolivery’ 422
23.1.2 Disparate Impact of E-Learning - Indirect Discrimination 423
23.1.3 Mental Health - A Cog in the Wheel 424
23.1.4 Walking Through the Old Lanes 424
23.1.5 Woeful Inadequacy of Resources to Disseminate 425
23.2 Review of Literature 426
23.3 Research Methodology 427
23.3.1 Objective 428
23.4 Analysis and Interpretation 428
23.5 Discussion of the Model 429
23.6 Conclusion and Recommendation 433
23.6.1 Questions in Pursuit of Answers 433
References 435
Index 437
