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Books > Social sciences > Education > Higher & further education > Open learning & distance education
The COVID-19 pandemic has exacerbated inequities and inequalities
in accessing educational opportunities among different social
groups. Consequently, the idea of inclusivity in education has
become an abstract phenomenon that widens the digital divide and
creates social injustice. This calls for an immediate coordinated
response from all stakeholders of education and government to
ensure that no one will be left behind as we navigate the so-called
new normal. Without an appropriate intervention and sound policy
guidance, negative repercussions may be so widespread that they
will remain a problem in the education sector far into the future.
Socioeconomic Inclusion During an Era of Online Education aims to
bring together the school-wide pedagogies, practices, and policies
that have been implemented or will be proposed to ensure inclusive
education in online learning environments. Best practices and
innovative approaches from various educational institutions serve
as models to ensure everyone has access to a quality online
education. Covering topics such as academic policies, educational
technology, and curriculum development, this reference work is
ideal for academicians, practitioners, researchers, scholars,
instructors, and students seeking to adjust and adapt with teaching
and learning online not only during a pandemic (i.e., emergency
remote education) but also during "normal times.
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.
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Stephanie Sterlings
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Due to the recent global pandemic, educators of science and
technology have had to pivot and adapt their delivery to create
alternative virtual means of delivery. The COVID-19 pandemic has
influenced a rapid change in teaching and learning in higher
education. It is reshaping curriculum demands, the 21st century
digital competence challenges, and learning technologies. These
changes in education are likely to endure well past the COVID-19
pandemic, making it crucial for educators to consider teaching and
learning under the perspectives of digital education and
innovation. Advancing STEM Education and Innovation in a Time of
Distance Learning highlights the contemporary trends and challenges
in science, technology, mathematics, and engineering education. The
chapters present findings and discussions of relevant research
studies and theoretical frameworks for the provision of science,
technology, engineering, and technical subjects. It not only
presents successful practice examples from before and during the
COVID-19 pandemic, but also provides useful information to assist
educators in understanding the demands and challenges of digital
education. Covering topics such as ethnically diverse students,
foreign language learning, and mobile gamification, this premier
reference source is an essential resource for educators and
administrators of both K-12 and higher education, pre-service
teachers, teacher educators, librarians, government officials,
researchers, and academicians.
"Simple Truths" shows how you can make an incredible difference in
your child's life through love, time, attention, and role-modeling.
Author and educator Jan Dargatz says, "As a parent, you are better
equipped to teach your child certain lessons relevant to your
child's success. You can teach them better than any schoolteacher
or caregiver."
Education has until recently promoted social mobility, broad
economic growth, and democracy. However, modern universities direct
policy and resources toward criteria that exacerbate income
inequality and reduce social mobility. Online education can make
education more socially, geographically, temporally, and
financially accessible, impacting the higher education industry,
governments, economies, communities, and society in general. Thus,
education's shift away from scarcity affects the differential
earnings and socio-political influence of all concerned, and online
education impacts, and is impacted by, such shifting power
structures. Socioeconomics, Diversity, and the Politics of Online
Education is a cutting-edge research publication that explores
online education's optimal design and management so that more
students, especially those traditionally underserved, are
successful and can contribute to their communities and society.
Additionally, it looks at the political/regulatory, diversity, and
socioeconomic impacts on online education, especially for online
education demographic groups. Featuring a wide range of topics
including globalization, accreditation, and socioeconomics, this
book is essential for teachers, administrators, government policy
writers, educational software developers, MOOC providers, LMS
providers, policymakers, academicians, administrators, researchers,
and students interested in student retention and diversity and
income inequality as well as promoting social mobility and
democracy through accessible public education.
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, Instruction, and Research in Post-Pandemic Higher
Education in Africa, edited by Martin Munyao, brings together
interdisciplinary authors to address online learning, teaching
online, educational technology, online/remote research,
institutional collaboration in online higher education, and
teaching STEM online. This book argues that beyond survival,
universities need to adapt to technology-mediated communication
learning to thrive. Disruptive technologies have recently proved to
be means of thriving for institutions of higher learning. This is
what one contributor calls 'switching to SIDE-mode.' They call for
not just teaching for the sake of it, but teaching to communicate
and to achieve the desired learning outcomes that seek to transform
the whole person. Effective technology mediated teaching for
communication does exactly that. Because universities are also
research hubs, this book also addresses remote research. It
reflects on how change in teaching and learning in Higher Education
Institutions (HEI) has impacted Africa through digital
transformation. In particular, institutions are collaborating more
now than ever before. Finally, this book addresses the challenges
of teaching STEM programs online in Africa.
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.
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