Details
- Autor(en) / Beteiligte
- Titel
- Online and Distance Learning during Lockdown Times: COVID-19 Stories (Volume 2)
- Ort / Verlag
- MDPI - Multidisciplinary Digital Publishing Institute
- Erscheinungsjahr
- 2022
- Link zum Volltext
- Quelle
- Alma/SFX Local Collection
- Beschreibungen/Notizen
- This book is a reprint of papers in the Special Issue published in Education Sciences under the title "Online and Distance Learning during Lockdown Times: COVID-19 Stories". It includes papers covering Higher Education (post-secondary) sector representing international experience of teaching and learning from the start of the first episode of lockdown due to the Covid-19 pandemic.
- Sprache
- Englisch
- Identifikatoren
- ISBN: 9783036552491, 9783036552507, 3036552502, 3036552499DOI: 10.3390/books978-3-0365-5250-7Titel-ID: cdi_oapen_doabooks_93192
- Format
- –
- Schlagworte
- academic self-perceptions, accounting education, adaptation, architecture-engineering and construction (AEC), blended learning, Book Industry Communication, childhood learning, children’s learning, civil education approach, complex systems, content analysis, coronavirus disease, course satisfaction, COVID-19, COVID-19 instructional response, COVID-19 lockdown, COVID-19 lockdown education, COVID-19 pandemic, COVID-19 school closure, digital technology, distance education, distance learning, distanced learning, e-learning, e-learning competency, e-learning readiness, education, educational change, educational technology, EFL learners, elementary school, emergency, emergency remote teaching, engagement, engineering education, entrepreneurship education, evaluation, face-to-face learning, Facebook, flexible teaching, flipped classroom, higher education, home-learning, home-school relationships, Humanities, in-service teachers, instructional planning, instructor readiness, internship, K–12 education, learning barriers obstacles, lifelong learning, low-resource settings, Madrasti, mathematics, mathematics education, meaningful learning, Moore framework, n/a, online education, online learning, online teaching, online teaching materials, pandemic, parent attitudes, parental involvement, pedagogy, perceptions, Philosophy, platform, preservice teachers, primary education, primary teachers, productive struggle, professors and students, public education, qualitative research, quality, questionnaire, Rasch analysis, relationship, remote learning, rural education, school, science teachers, Scotland, secondary education, social media, special education, sport science, stakeholders, STEM integration, structure in education, student course engagement questionnaire, student perception, students’ e-learning preparedness, survey, teacher attitudes, teacher knowledge, teachers, teaching and learning in emergencies, teaching profession, technical support, technologies, technology-mediated learning, technology-mediated teaching, Thirdspace, transdisciplinary, Twitter, undergraduate research, web-based learning, workload