While online learning was an existing practice, the COVID-19 pandemic greatly accelerated its capabilities and forced educational organizations to swiftly introduce online learning for all units. Though schools will not always be faced with forced online learning, it is apparent that there are clear advantages and disadvantages to this teaching method, with its usage in the future cemented. As such, it is imperative that methods for measuring and assessing the effectiveness of online and blended learning are examined in order to improve outcomes and future practices. Measurement Methodologies to Assess the Effectiveness of Global Online Learning aims to assess the effectiveness of online teaching and learning in normal and pandemic situations by addressing challenges and opportunities of adoption of online platforms as well as effective learning strategies, investigating the best pedagogical practices in digital learning, questioning how to improve student motivation and performance, and managing and measuring academic workloads online. Covering a wide range of topics such as the future of education and digital literacy, it is ideal for teachers, instructional designers, curriculum developers, educational software developers, academics, researchers, and students.

The use of literary texts in language classrooms is firmly established, but new questions arise with the transfer to remote teaching and learning. How do we teach literature online? How do learners react to being taught literature online? Will new genres emerge from the COVID-19 pandemic? Is the literary canon changing? This volume celebrates the vitality of literary and pedagogic responses to the pandemic and presents research into the phenomena observed in this evolving field. One strand of the book discusses literary outputs stimulated by the pandemic as well as past pandemics. Another strand looks at the pedagogy of engaging learners with literature online, examining learners of different ages and of different proficiency levels and different educational backgrounds, including teacher education. Finally, a third strand looks at the affordances of various technologies for teaching online and the way they interact with literature and with language learning. The contributions in this volume take literature teaching online away from static lecturing strategies, present numerous options for online teaching, and provide research-based grounding for the implementation of these pedagogies.

Serious games provide a unique opportunity to fully engage students more than traditional teaching approaches. Understanding the best way to utilize these games and the concept of play in an educational setting is imperative for effectual learning in the 21st century. Gamification in Education: Breakthroughs in Research and Practice is an innovative reference source for the latest academic material on the different approaches and issues faced in integrating games within curriculums. Highlighting a range of topics, such as learning through play, virtual worlds, and educational computer games, this publication is ideally designed for educators, administrators, software designers, and stakeholders in all levels of education.

Digital technologies are transforming economies and societies around the world. As such, markets demand new types of skills and competences that students must learn in order to be successful. IT and emerging technologies can be integrated into educational institutions to improve teaching methods and academic results as well as digital literacy. IT and the Development of Digital Skills and Competences in Education compiles critical research into one comprehensive reference source that explores the new demands of labor markets in the digital economy, how educational institutions can respond to these new opportunities and threats, the development of new teaching and learning methods, and the development of digital skills and competences. Through new theories, research findings, and case studies, the book seeks to incite new perspectives to understandings of the challenges and opportunities of the utilization of IT in the education sector around the world. Due to innovative topics that include digital competence, disruptive technologies, and digital transformation, this book is an ideal reference for academicians, directors of schools, vice-chancellors, education and IT experts, CEOs, policymakers in the field of education and IT, researchers, and students.

The COVID-19 pandemic has forced companies, institutions, citizens, and students to rapidly change their behaviors and use virtual technologies to perform their usual working tasks. Though virtual technologies for learning were already present in most universities, the pandemic has forced virtual technologies to lead the way in order to continue teaching and learning for students and faculty around the world. Universities and teachers had to quickly adjust everything from their curriculum to their teaching styles in order to adapt to an online learning environment. Online learning is a complex issue and one that comes with both challenges and opportunities; there is plenty of room for growth, and further study is required to better understand how to improve online education. The Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education is a comprehensive reference book that presents the testimonials of teachers and students with various degrees of experience with distance learning and their utilization of current virtual tools and applications for learning, as well as the impact of these technologies and their potential future use. With topics ranging from designing an online learning course to discussing group work in an online environment, this book is ideal for teachers, educational software developers, IT consultants, instructional designers, administrators, professors, researchers, lecturers, students, and all those who are interested in learning more about distance learning and all the positive and negative aspects that accompany it.

New digital technologies offer many exciting opportunities to educators who are looking to develop better teaching practices. When technologies are new, however, the potential for beneficial and effective implementations and applications is not yet fully recognized. This book is intended to provide teachers and researchers with a wide range of ideas from researchers working to integrate the new technology of Augmented Reality into educational settings and processes. It is hoped that the research and theory presented here can support both teachers and researchers in future work with this exciting new technology. Contributors are: Miriam Adamkova, Gilles Aldon, Panayiota Anastasi, Ferdinando Arzarello, Martina Babinska, Robert Bohdal, Francisco Botana, Constadina Charalambous, Eva Csandova, Omer Deperlioglu, Monika Dillingerova, Christos Dimopoulos, Jiri Dostal, Jihad El-Sana, Michael N. Fried, Maria Fuchsova, Marianthi Grizioti, Tomas Hlava, Markus Hohenwarter, Katerina Jancarikova, Konstantinos Katzis, Lilla Korenova, Utku Koese, Zoltan Kovacs,Blanka Kozik Lehotayova, Maria Kozuchova, Chronis Kynigos, Ilona-Elefteryja Lasica, Zsolt Lavicza, Alvaro Martinez, Efstathios Mavrotheris, Katerina Mavrou, Maria Meletiou-Mavrotheris, Georgios Papaioannou, Miroslava Pirhacova Lapsanska, Stavros Pitsikalis, Corinne Raffin, Tomas Recio, Cristina Sabena, Florian Schacht, Eva Severini, Martina Siposova, Zacharoula Smyrnaiou, Nayia Stylianidou, Osama Swidan, Christos Tiniakos, Melanie Tomaschko, Renata Tothova, Christina Vasou, and Ibolya Veress-Bagyi.

Distance learning and remote learning have been developing options within the eLearning and talent training realms for over two decades, yet distance learning has become a significant reality within the past few months, especially as the COVID-19 pandemic has forever impacted the K-12, higher education, and adult training and talent development workforce solutions. Within the rapid shift into remote and distance learning environments, the curricular design and instructional design are understood as necessary. However, there is a need to understand aspects around social learning within eLearning environments. It is important to understand the opportunity of moving towards transformative social learning environmental engagement and experiences within distance and remote learning environments to improve the ability to understand social learning in eLearning environments. eLearning Engagement in a Transformative Social Learning Environment focuses on supporting and enhancing remote and distance learning (eLearning) instructional experiences, discusses the strategic role of social learning within eLearning environments, and enhances levels of engagement, transformative learning, and talent attainment environments. This book provides insights and support towards policies and procedures within instructional and training decision making around social learning needs and support. The chapters will explore social learning opportunities and support, modeling social learning engagement, communities of practice, and instructional processes of eLearning. The intended audience is teachers, curriculum developers, instructional designers, professionals, researchers, practitioners, and students working in the field of teaching, training, and talent development.

Incorporating new methods and approaches in learning environments is imperative to the development of education systems. By enhancing learning processes, education becomes more attainable at all levels. The Handbook of Research on Emerging Instructional Systems and Technology is an essential reference source for the latest scholarly research on new models, trends, and data for solving instructional and learning challenges in education. Featuring extensive coverage on a wide range of topics such as distance education, online learning, and blended learning, this publication is ideally designed for academicians, practitioners, researchers, and students seeking current research on the latest improvements in instructional systems.

With the dawn of electronic databases, information technologies, and the Internet, organizations, now more than ever, have easy access to all the knowledge they need to conduct their business. However, utilizing and detecting the beneficial information can pose as a challenge. Enhancing Knowledge Discovery and Innovation in the Digital Era is a vibrant reference source on the latest research on student education, open information, technology enhanced learning (TEL), and student outcomes. Featuring widespread coverage across a range of applicable perspectives and topics, such as engineering education, data mining, and 3D printing, this book is ideally designed for professionals, upper-level students, and academics seeking current research on knowledge management and innovation networks.

What does the future hold for digital technology and education? What can be learnt from the history of technology use in education? Does digital technology make education more individualized? Will it eventually replace the school, university and teacher? In a thoroughly revised edition of this successful book, Neil Selwyn takes a critical look at some of the major current debates and controversies concerning digital technologies and education. Focusing on the social as well as the technical aspects of these issues, Selwyn addresses fundamental but often unvoiced questions about education and technology. Over the course of eight chapters, the book gives careful thought to the people, practices, processes and structures behind the rapidly increasing use of technologies in education, with an emphasis on the implications of digital technologies for individuals and institutions. Brand new chapters on trends in AI and 'big data' driven automation of education, and the future(s) of education and technology are included. This edition also features new sections exploring 'post-digital' perspectives, personalized learning, digital labour, and the impending need for sustainable forms of digital education. The book focuses attention on the connections between recent technology developments and broader changes in education practice, education policy and education theory over the past few decades. It also challenges us to reflect on future directions and controversies for education in the (post)digital age. Expanded study questions, annotated further reading and a new glossary of key terms are included to support readers. An updated companion website links to bonus chapters and audio recordings for further discussion.

Advances in technology and media have fundamentally changed the way people perceive research, how research studies are conducted, and the ways data are analyzed/how the findings are presented. Emerging internet-enabled technological tools have enhanced and transformed research in education and the way educators must adapt to conduct future studies. Advancing Educational Research With Emerging Technology provides innovative insights into cutting-edge and long-standing digital tools in educational research and addresses theoretical, methodological, and ethical dimensions in doing research in the digital world. The content within this publication examines such topics as computational linguistics, individualized learning, and mobile technologies. The design of this publication is suited for students, professors, higher education faculty, deans, academicians, researchers, and practitioners looking to expand their research through the use of a broad range of digital tools and resources.

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. The Handbook of Research on Innovative Digital Practices and Globalization in Higher Education explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this major reference work is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

The possibilities of gaming for transformative and equity-driven instructional teaching practice are more robust than ever before. And yet, support for designing playful learning opportunities are too often not addressed or taught in professional development or teacher education programs. Considering the complex demands in public schools today and the niche pockets of extracurricular engagement in which youth find themselves, Playing with Teaching serves as a hands-on resource for teachers and teacher educators. Particularly focused on how games - both digital and non-digital - can shape unique learning and literacy experiences for young people today, this book's chapters look at numerous examples that educators can bring into their classrooms today. By exploring how teachers can support literacy practices through gaming, this volume provides specific strategies for heightening literacy learning and playful experiences in classrooms. The classroom examples of gameful teaching described in each chapter not only provide practical examples of games and learning, but offer critical perspectives on why games in literacy classrooms matter today. Through depictions of cutting-edge of powerful and playful pedagogy, this book is not a how-to manual. Rather, Playing with Teaching fills a much-needed space demonstrating how games are applied in classrooms today. It is an invitation to reimagine classrooms as spaces to newly investigate playful approaches to teaching and learning with adolescents. Roll the dice and give playful literacy instruction a try. Contributors are: Jill Bidenwald, Jennifer S. Dail, Elizabeth DeBoeser, Antero Garcia, Kip Glazer, Emily Howell, Lindy L. Johnson, Rachel Kaminski Sanders, Jon Ostenson, Chad Sansing, and Shelbie Witte.

This updated edition provides teachers with practical information and the support they need to navigate the ever-changing advancements in technology which affects the learning environment for students. Featuring great tips, suggestions, and lesson ideas, this resource supports the purposeful infusion of technology into instruction across all content areas. Teachers will find resources and websites with free tools to help every educator navigate the often-intimidating technological landscape. A useful guide for all grades, this book will cut through the clutter and get the essential information needed to capitalize on the benefits technology has to offer 21st Century classrooms.

Games have become popular tools to enhance learning in both educational and business environments. Analyzing the link between games and their results on students can help provide advances for learning initiatives in the future. Enhancing Education and Training Initiatives Through Serious Games is an essential reference source that examines the impact that games and simulations have within different learning environments. Featuring in-depth discussions on relevant topics including self-reporting surveys, project management techniques, academic training, and game design, this publication is an ideal resource for academicians, students, business owners, and professionals that are interested in discovering the advances of serious gaming techniques.

The delivery of educational content can take a variety of forms, depending on the dynamics of a particular classroom. With flipped classroom environments, students can better engage and retain concepts and information. Extending the Principles of Flipped Learning to Achieve Measurable Results: Emerging Research and Opportunities shows through detailed case studies how to measure flipped learning results in order to implement Deming's P-D-S-A cycle for achieving continual improvement in the flipped classroom. The book is built upon Dr. Michael G. Moore's theory of Transactional Distance. It highlights pedagogical coverage on topics such as individual and group interactive learning, learning spaces, learning materials, and instructor and student preparation. This book is an ideal reference source for educators, professionals, graduate students, researchers, and academics seeking information on the latest instructional strategies.