The COVID-19 pandemic created a ripple effect that impacted education worldwide, felt from Pre-K through higher education. In response to the pandemic, teachers, parents, and students shifted to teaching and learning online to adjust to the affordances found in digital spaces. However, challenges quickly arose, and it was found that research was sorely needed on adapting learning to these digital spaces, including addressing issues with equitable access to technological tools, meeting the social emotional needs of all learners, and developing appropriate teaching strategies for young children in online spaces. Situating our understanding of emerging research in this area of remote teaching and learning in Pre-K through higher education is critical as we look to build upon evidence-based practices to better support 21st-century educators and learners. Cases on Practical Applications for Remote, Hybrid, and Hyflex Teaching presents emerging case studies on the impacts of the COVID-19 pandemic and reports and responds to early evidence of these impacts and the predicted future impacts for students, families, teachers, policymakers, and higher education. Building on knowledge of how teaching and learning in digital spaces work, the literature presented in this book captures preliminary findings and emerging research examining how educators leverage teaching and learning across platforms and modalities and shares stories on how educators, families, and communities responded to the challenges of teaching and learning online to ensure all students were engaged and fully supported while learning remotely and as they transitioned back to the classroom. Covering topics such as pedagogies, remote teaching, and parental responses, it is ideal for teachers, academicians, preservice teachers, professors, researchers, community education providers, and students.

The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students' learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.

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.

Online learning has increasingly been viewed as a possible way to remove barriers associated with traditional face-to-face teaching, such as overcrowded classrooms and shortage of certified teachers. While online learning has been recognized as a possible approach to deliver more desirable learning outcomes, close to half of online students drop out as a result of student-related, course-related, and out-of-school-related factors (e.g., poor self-regulation; ineffective teacher-student, student-student, and platform-student interactions; low household income). Many educators have expressed concern over students who unexpectedly begin to struggle and appear to fall off track without apparent reason. A well-implemented early warning system, therefore, can help educators identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. Despite the popularity of early warning systems, research on their design and implementation is sparse. Early Warning Systems and Targeted Interventions for Student Success in Online Courses is a cutting-edge research publication that examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable. Highlighting a range of topics such as curriculum design, game-based learning, and learning support, it is ideal for academicians, policymakers, administrators, researchers, education professionals, instructional designers, data analysts, and students.

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.

International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series that contributes to the body of inclusive educational policies and practices focused on: empowering society's most vulnerable groups; raising the ethical consciousness of those in positions of authority; and encouraging all to take up the mantle of global equity in educational opportunity, economic freedom and human dignity. Each themed volume in this series draws on the research and innovative practices of investigators, academics, educators, politicians, administrators, and community organizers around the globe. This volume consists of three sections; each centered on an aspect of gender equity in the context of education. The chapters are drawn from a wide range of countries including: Australia, China, Gambia, India, Italy, Kenya, Kyrgyzstan, Laos, Slovenia, Swaziland, Grenada, Jamaica, Trinidad, Tobago, The United States, and Turkey addressing issues of gender equity, citizenship education, egalitarianism in sexual orientation, and strategies to combat human trafficking. The 15 chapters document both the progress and challenges facing those who strive for gender equity in access to education, the portrayal of women in curricula, and the acceptance of diverse sexual orientations within differing country contexts and provide an overview of promising policies, practices and replicable successful programs.

The world of education has undergone major changes within the last year that have pushed online instruction to the forefront of learning. Thanks to the COVID-19 pandemic, online learning has become paramount to the continued and uninterrupted teaching of students and has forced students and teachers alike to adjust to an online learning environment. Though some have already returned to the traditional classroom, or plan to very soon, others have begun to appreciate the value of online education - initiatives that had previously been discussed but never acted upon as they have been in the past year. With plenty of positive and negative aspects, online learning is a complex issue with numerous factors to consider. It is an issue that must be studied and examined in order to improve in the future. Curriculum Development and Online Instruction for the 21st Century examines the issues and difficulties of online teaching and learning, as well as potential solutions and best practices. This book includes an examination on the value of teaching fully via the internet as well as the challenges inherent in the training of teachers to teach in online environments. While addressing key elements of remote learning, such as keeping student data safe, as well as methods in which to engage students, this book covers topics that include assessment tools, teaching deaf students, web technology, and standardized curricula. Ideal for K-12 teachers, college faculty, curriculum developers, instructional designers, educational software developers, administrators, academicians, researchers, and students, this book provides a thorough overview of online education and the benefits and issues that accompany it.

The use of technology has a profound influence in educational settings and has experienced significant paradigm shifts with the advents of e-learning and m-learning. As an expected consequence of the evolution of e-learning and m-learning and improvements in the capability of online networked technologies, educators from the fields of distance education and open and distance learning benefit from ubiquitous learning technologies and environments. With the rising import of flexibility and personalization of online learning programs, this new learning format is needed to accommodate shifting student needs. Managing and Designing Online Courses in Ubiquitous Learning Environments is a critical scholarly resource that provides empirical and theoretical research focused on the effective construction and management of advanced online educational environments. Highlighting a variety of topics such as heutagogy, technology integration, and educational resources, this book is essential for educators, curriculum developers, higher education staff, practitioners, academicians, instructional designers, administrators, policymakers, and researchers.