This edited book collects papers with perspectives from scholars
and practitioners in Asia, Australia, and Europe to reveal the pros
and cons, chances and challenges, constraints, and potential risks
that educators and learners are facing as the new paradigm for
communication and learning takes place, with a view to shedding
light on the global education climate in the midst of the pandemic.
Since the onset of the global pandemic, education has been
revolutionized in almost every aspect. The emergency precautionary
measures which were once supposed to be temporary school
arrangements only have now become the new normal, reshaping our
understanding of learning environments, redefining the pedagogic
standards in terms of teaching practices, learning designs,
teacher–student interaction, feedback, and assessment. Online
teaching, distanced learning, flipped classrooms, and self-paced
e-learning have all played an increasingly vital role in shaping a
new education culture in various education settings, affecting
school management, teachers, students, and parents alike. While ICT
in education, alongside new media, has provided ample benefits and
convenience for educators and students, communication and virtual
lessons conducted in the socially distanced classroom appear to
have brought issues such as the digital divide, e-mental health,
insufficient technical support, inefficient classroom management,
reduced interaction between teachers and students, not to mention
the growing concerns over privacy and security.
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