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[null,"1.","Record Nr.",null,"UNINA9910830281803321"]
[null,null,"Titolo",null,"Redefining Virtual Teaching Learning Pedagogy / / edited by Rohit Bansal [and four others]"]
[null,null,"Pubbl/distr/stampa",null,"Hoboken, NJ ; ; Beverly, MA : , : John Wiley & Sons, Inc. : , : Scrivener Publishing LLC, , [2023]"]
[{"$nulls":4},"©2023"]
[null,null,"ISBN",null,"1-119-86764-9"]
[{"$nulls":4},"1-119-86763-0"]
[null,null,"Descrizione fisica",null,"1 online resource (467 pages)"]
[null,null,"Disciplina",null,"371.3344678"]
[null,null,"Soggetti",null,"Internet in education"]
[{"$nulls":4},"College teaching"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Cover -- Title Page -- Copyright Page -- Contents -- Preface -- Chapter 1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type -- 1.1 Introduction -- 1.2 Review of Related Literature -- 1.2.1 Personality Types -- 1.2.2 Academic Burnout -- 1.2.3 Variables Associated with Academic Burnout -- 1.2.4 Variables of the Academic Context -- 1.2.5 Environmental and/or Social Context -- 1.2.6 Intrapersonal Variables -- 1.3 Method -- 1.4 Results -- 1.4.1 Model Measurement -- 1.4.2 Convergent Validity -- 1.4.3 Discriminant Validity -- 1.4.4 Cross Loads -- 1.4.5 Structural Model -- 1.5 Discussion -- 1.6 Conclusion -- References -- Chapter 2 Virtual Classroom Platform Development -- 2.1 Introduction -- 2.1.1 Free and Open Source Software -- 2.1.2 Review of Literature -- 2.1.3 Methodology -- 2.2 User Login/Registration Processes -- 2.2.1 Students' Registration Process -- 2.2.2 Teachers' Registration Process -- 2.2.3 Administrator's Registration -- 2.3 Students E-Classroom -- 2.4 Teacher's Control Panel -- 2.5 Administrator's Control Panel -- 2.6 Live Videos Sessions -- 2.7 Online Examinations -- 2.7.1 Examination Login -- 2.7.2 Start Examination -- 2.7.3 Examination Page -- 2.8 Conclusion -- References -- Chapter 3 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India -- 3.1 Introduction -- 3.1.1 Scenario of COVID-19 Situation in West Bengal -- 3.2 Materials and Methods -- 3.2.1 Basic Principles of Quantitative "]
[{"$nulls":4},"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."]
[{"$nulls":4},"References -- Chapter 4 New Age Teaching Pedagogy: Innovative Teaching Methods and their Impact on Educational Performance of the Students -- 4.1 Introduction -- 4.2 Teaching Pedagogy -- 4.3 Teacher Education in India -- 4.4 Modern Innovative Teaching Pedagogy -- 4.5 New Age Teaching Pedagogy: Need of the Hour -- 4.5.1 Transition -- 4.5.2 Technology -- 4.5.3 Innovative Tools -- 4.5.4 Training -- 4.5.5 Touch -- 4.6 Modern New Age Teaching Pedagogy -- 4.6.1 Learning by Design -- 4.6.2 Constructivism -- 4.6.3 Interactive Learning Environment -- 4.6.4 Collaborative Learning Environment -- 4.6.5 Spaced Learning Environment -- 4.6.6 Flipped Classroom Learning -- 4.6.7 Self-Learning -- 4.6.8 Gamification -- 4.6.9 Real-World Learning -- 4.6.10 Relationship Learning -- 4.6.11 Cross-Over Teaching and Learning -- 4.7 Modern Innovative Tools -- 4.7.1 Multimedia Learning -- 4.7.2 Mind Mapping -- 4.7.3 Chunking Strategy Learning -- 4.7.4 Virtual Reality Learning -- 4.7.5 Z to A Learning -- 4.7.6 Mnemonics Approach -- 4.7.7 Role Play -- 4.8 Conclusion -- References -- Chapter 5 Efficacy of V-Lab for Engineering Students during COVID-19 -- 5.1 Introduction -- 5.2 Materials and Methods: Sources and Importance of E-Learning and E-Teaching -- 5.2.1 Digital Platforms for Online Teaching -- 5.2.2 Virtual Platforms for Conducting Laboratory Online -- 5.2.2.1 Virtual Lab: An MHRD Initiative -- 5.2.2.2 Biotechnology and Biomedical Engineering Virtual Labs -- 5.2.2.3 Virtual Lab for Computer Science -- 5.2.3 Collaborative Learning Environs and Computer Models -- 5.2.3.1 OLabs -- 5.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India -- 5.4 Methodology -- 5.4.1 Objectives -- 5.4.2 Hypotheses -- 5.4.3 Research Design -- 5.4.4 Data Collection -- 5.4.5 Data Description and Sampling Plan."]
[{"$nulls":4},"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 "]
[{"$nulls":4},"Online Mode of Teaching -- 8.3.3.2 Effectiveness of Teaching Methods -- 8.4 Discussion Based on the Study -- 8.5 Conclusion -- References."]
[{"$nulls":4},"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."]
[{"$nulls":4},"11.8 Updating ICT from Time to Time and Means of Growth in the Field of Education -- 11.9 People Involved to be Trained for ICT -- 11.10 Adapting to Changes -- 11.11 Institutional Changes and ICT in Teaching -- 11.12 Global Changes and ICT in Teaching -- 11.13 Nationwide Changes and ICT in Teaching -- 11.14 Climatic Changes and ICT in Teaching -- 11.15 Types of Teaching Using ICT in Higher Educational Institutions -- 11.15.1 On Campus Teaching -- 11.15.2 Online Teaching -- 11.15.3 Blended or Hybrid Mode Teaching -- 11.15.3.1 Understanding Blended Learning -- 11.15.3.2 Measures to be Followed in Order to Ensure Effective Blended Learning -- 11.16 Analysis of ICT -- 11.17 People that Use ICT in the Field of Education -- 11.17.1 Teachers and their Use of ICT -- 11.17.2 Students and their Use of ICT -- 11.17.3 Department Heads and their Use of ICT -- 11.17.4 IT Support and their Use of ICT -- 11.18 Ease of Use of ICT -- 11.19 Problems Encountered During ICT-Based Class -- 11.19.1 Technical Problems -- 11.19.2 Non-Technical Problems -- 11.20 Recommendations -- 11.21 Conclusion -- References -- Chapter 12 Digital Tools for Interactive E-Content Development -- 12.1 Introduction -- 12.2 Digital Learning -- 12.3 Theories of Learning -- 12.4 HTML5 Package (H5P) -- 12.4.1 Course Presentation -- 12.4.2 Branching Scenario -- 12.4.3 Interactive Video -- 12.4.4 Slack -- 12.4.5 Camtasia -- 12.4.6 Accordion -- 12.4.7 Agamotto -- 12.4.8 Documentation Tool -- 12.4.9 Image Hotspots -- 12.4.10 Image Juxtaposition -- 12.4.11 Image Sequencing -- 12.4.12 Interactive Book -- 12.5 Conclusion -- References -- Chapter 13 Analysis of Changing Landscape of Virtual Learning in India -- 13.1 Introduction -- 13.2 Affecting Elements in Organizations -- 13.3 Dealing with Exceptional "]
[{"$nulls":4},"Youngsters -- 13.4 ICT Tools in VL for Flipped, Blended Learning and its Pitfalls."]
[{"$nulls":4},"13.5 Conclusion, Further Discussion and Recommendations."]
[null,null,null,"Sommario/riassunto","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."]