European Parliament Library

Advances in distance learning in times of pandemic, edited by edited by Joanna Rosak-Szyrocka, Justyna Żywiołek, Anand Nayyar, Mohd Naved.

Label
Advances in distance learning in times of pandemic, edited by edited by Joanna Rosak-Szyrocka, Justyna Żywiołek, Anand Nayyar, Mohd Naved.
Language
eng
Bibliography note
Includes bibliographical references and index
Illustrations
illustrations
Index
index present
Literary Form
non fiction
Main title
Advances in distance learning in times of pandemic
Nature of contents
bibliographydictionaries
Responsibility statement
edited by edited by Joanna Rosak-Szyrocka, Justyna Żywiołek, Anand Nayyar, Mohd Naved.
Summary
The aim of this book is to draw a holistic picture of ongoing online teaching-activities before and during the lockdown period and present the meaning and future of e-learning from students' points of view, taking into consideration their attitudes and expectations as well as industry 4.0 and society 5.0 aspects
Table Of Contents
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Preface -- Editors -- Contributors -- Chapter 1 ◾ COVID-19 Impact on Educational Institutions: A Detailed Analysis -- 1.1 Introduction -- 1.2 Literature Review -- 1.2.1 COVID-19 and Its Impact on Nations' Economies -- 1.2.2 COVID-19's Past, Current, and Future Impact on Education Funding -- 1.2.3 Role of E-Learning in Education -- 1.2.4 Role of E-Learning in the COVID-19 Crisis -- 1.2.5 Advantages of E-Learning -- 1.2.6 Disadvantages of E-Learning -- 1.2.7 Future of E-Learning -- 1.3 Case Studies -- 1.3.1 Case Study of Three Faculty Members from the Two Countries -- 1.3.3 Quality of E-Learning during COVID-19 -- 1.4 Conclusion and Future Scope -- References -- Chapter 2 ◾ E-Learning as a Desirable Form of Education in the Era of Society 5.0 -- 2.1 Introduction -- 2.2 What Are Education 4.0 and Society 5.0? -- 2.3 What Is Lifelong Learning? -- 2.4 Traditional Learning to Lifelong Learning -- 2.5 Adapting to New Realities -- 2.5.1 Blended Learning -- 2.5.2 Technology after COVID-19 -- 2.5.3 Contactless Business Models -- 2.5.4 Five Ways to Adapt New Reality -- 2.5.4.1 Identify New Opportunities -- 2.5.4.2 Make it Convenient to Pay for Product -- 2.5.4.3 Alternative Solutions -- 2.5.4.4 Analyze Your Competitors -- 2.5.4.5 Spot Trends -- 2.6 Open-Source Learning Collaboratives -- 2.6.1 Community Relies on Shared External Factors -- 2.6.2 Collaborative Technology Usage -- 2.6.3 Contributions Are Incremental and Integrated -- 2.6.4 Realizing Collaborative Learning with Open-Source Principles -- 2.6.5 Task Delegation -- 2.6.6 Lack of Transparency -- 2.6.7 Work Environment Changes -- 2.6.8 Remote Work -- 2.6.9 Communication Gap -- 2.7 Integrating Social Media -- 2.7.1 Diverse Social Media Platforms -- 2.7.2 Social Marketing -- 2.8 Smart Learning Technological Exemplification2.9 Project-Based Learning -- 2.9.1 Self-Motivated Learning -- 2.9.2 Curriculum PBL -- 2.10 Dedicated Unit for Digital Education -- 2.10.1 How to Create Digital Content? -- 2.10.2 Inclusion of Digital Learning with Its Context -- 2.10.3 Self-Developed Educational Digital Images -- 2.10.4 Exploring Digital Content in Games -- 2.10.5 Giving Choice for the User -- 2.10.6 Team-Coordinated Digital Content Creation -- 2.11 The New Education Policy (NEP) -- 2.11.1 NEP 2020 and Online Learning -- 2.11.2 COVID-19 Pandemic and Growth of Online Education -- 2.12 Technology Support and AI-Based Learning -- 2.13 Future of E-Learning -- 2.14 Case Study -- 2.15 Conclusion and Future Scope -- Acknowledgment -- References -- Chapter 3 ◾ Education Situation in Online Education before the Pandemic and in the Time of Pandemic -- 3.1 Introduction -- 3.1.1 Technology Breakthrough in Education Amid the COVID-19 Pandemic -- 3.1.2 Technological Boost in the Education System: Pre- and Post-COVID Statistics -- 3.2 Historical Perspective and Evolution of Education -- 3.2.1 Pandemic Implications on the Educational System Pre- and Post-COVID-19 -- 3.2.2 Pandemic's Influence on Higher Education -- 3.3 The Pandemic Crisis Impact on the Education System Before and during COVID-19 -- 3.3.1 Financial Deprivation of Education -- 3.3.2 International Student Mobility -- 3.3.3 Loss of Instructional Hours and Learning Loss -- 3.4 Online Education: Technological Breakthrough before and during the Pandemic -- 3.4.1 Evolution of Online Education from the 20th Century to the Present Pandemic -- 3.4.2 Current Trends in the Online Education System -- 3.4.2.1 Blended Learning -- 3.4.2.2 Mobile Learning -- 3.4.2.3 Immersive Learning -- 3.5 Discussion -- 3.6 Conclusion and Future Scope -- 3.6.1 Outcomes to the Future of Online Education -- 3.6.2 Future Scope -- ReferencesChapter 4 ◾ Factors Affecting E-Learning System in Management Students during COVID-19 in India -- 4.1 Introduction -- 4.1.1 Overview of E-Learning -- 4.1.2 India's E-Learning Education Landscape -- 4.1.3 E-Learning Is a Necessity, Not a Choice -- 4.1.4 Online Education's Interchangeable Terminology -- 4.1.5 E-Learning Platforms in India during COVID-19 -- 4.2 Literature Review -- 4.3 Methodology -- 4.4 Data Analysis and Findings -- 4.4.1 Sampling Adequacy Test -- 4.4.2 Exploratory Factor Analysis -- 4.4.3 Factor Rotation Analysis -- 4.4.4 Extracted Constructs -- 4.5 Discussion and Implications -- 4.6 Limitations of the Study -- 4.7 Conclusion and Future Scope -- References -- Chapter 5 ◾ New Technology Anxiety and Acceptance of Technology: An Appraisal of MS Teams -- 5.1 Introduction and Background of Study -- 5.2 Literature Review -- 5.2.1 Evolution of Distance Education Over a Period of Time -- 5.2.2 Distance Education and Online Learning -- 5.2.3 Microsoft Teams -- 5.2.3.1 MS Teams in Terms of Relevance and Adoption -- 5.2.4 TAM and Research Hypothesis -- 5.2.4.1 New Technology Anxiety -- 5.3 Methodology and Research Framework -- 5.4 Finding and Analysis -- 5.4.1 Reliability Analysis -- 5.4.2 Mean and Median Analysis -- 5.4.3 Correlation Analysis -- 5.4.4 Structural Equation Modeling for Measurement Model -- 5.4.4.1 Path Diagram and Model Fit Indices for PES -- 5.4.4.2 Path Diagram and Model Fit Indices for PUS -- 5.4.4.3 Path Diagram and Model Fit Indices for NTA -- 5.4.4.4 Path Diagram and Model Fit Indices for ATU -- 5.4.4.5 Path Diagram and Model Fit Indices for BI -- 5.4.4.6 Path Diagram and Model Fit Indices for AU -- 5.4.4.7 Measurement Model for the Conceptual Framework -- 5.4.5 Assessment of NTA as a Construct in the TAM Model -- 5.5 Research Contribution -- 5.6 Limitations of the Study -- 5.7 Conclusion &amp -- Future ScopeReferences -- Chapter 6 ◾ The Paradigm Shift in Higher Education and Impact of Distance Learning in Era of Industry 4.0 and Society 5.0 -- 6.1 Introduction -- 6.2 Transition from Industry 0 to 4.0 -- 6.2.1 Industry 0 (Before 1.0) -- 6.2.2 Industry 1.0 -- 6.2.3 Industry 2.0 -- 6.2.4 Industry 3.0 -- 6.2.5 Industry 4.0 -- 6.2.6 Industry 5.0 -- 6.3 Transition from Society 1.0 to 5.0 -- 6.3.1 Hunting Society -- 6.3.2 Agrarian Society -- 6.3.3 Industrial Society -- 6.3.4 Informational Society -- 6.3.5 Super-Smart Society -- 6.4 COVID-19 and Distance Learning -- 6.5 Literature Review -- 6.6 The Paradigm Shift in Education -- 6.6.1 Education in the Industrial Era -- 6.6.2 Education in the Information Era -- 6.6.3 Education in the Smart Era -- 6.7 Distance Learning -- 6.7.1 Distance Learning in 1st Wave -- 6.7.2 Distance Learning in the Second Wave -- 6.7.3 Distance Learning in Future -- 6.8 Challenges in Distance Learning -- 6.9 Merits of Distance Learning -- 6.10 Demerits of Distance Learning -- 6.11 Aligning Education with Industry 4.0, Society 5.0, and Blended Learning -- 6.12 Best Practices by the Japan Government -- 6.13 Conclusion and Future Scope -- 6.13.1 Future Scope -- References -- Chapter 7 ◾ The Use of Web 3.0 in University E-learning, Quality Assurance, and Knowledge Management -- 7.1 Introduction -- 7.2 Literature Review -- 7.2.1 Web 1.0 -- 7.2.2 Web 2.0 -- 7.2.3 Web 3.0 -- 7.3 E-Learning Evaluation -- 7.3.1 E-Learning 1.0 -- 7.3.2 E-Learning 2.0 -- 7.3.3 E-Learning 3.0 -- 7.3.3.1 Key Challenges with E-Learning 3.0 -- 7.4 Research Methodology -- 7.4.1 Methods of Data Collection -- 7.4.2 Conceptual Framework -- 7.4.3 Examining the Suggested Structure -- 7.4.3.1 Semantic-Web-Based Educational Systems -- 7.4.3.2 Educational Impact -- 7.4.3.3 Innovation/Collaboration -- 7.4.3.4 Content Divines -- 7.4.3.5 The Information Quality Category7.4.3.6 Transformation/Sustainability -- 7.5 The Influence of Web 3.0 as well as Web 2.0 as Tutoring Agents in HEIs -- 7.6 Controversies Encompassing the Adoption of Web 2.0/Web 3.0 Innovation in HEIs -- 7.7 HEI Investment in ICT and Social Apps -- 7.8 Conclusion and Future Research -- References -- Chapter 8 ◾ The Influence of Industry 4.0 and 5.0 for Distance Learning Education in Times of Pandemic for a Modern Society -- 8.1 Introduction -- 8.2 Industry 4.0 and Industry 5.0 -- 8.2.1 Concept of Industry 4.0 in Distance Learning -- 8.2.1.1 Industry 4.0 Technology-Based Approach for Distance Learning during the COVID-19 Pandemic -- 8.2.1.2 Applications of Virtual Reality for Distance Learning during the COVID-19 Pandemic -- 8.2.1.3 Applications of Augmented Reality for Distance Learning during the COVID-19 Pandemic -- 8.2.2 Concept of Industry 5.0 in Distance Learning -- 8.2.2.1 The New Society and the New Systems -- 8.3 Distance Learning and Digital Transformation -- 8.3.1 Distance Learning Technological Exemplification -- 8.3.2 The Influencing Factors and Trends -- 8.3.3 The Characteristics of Distance Teaching and Learning in the Era of Industry 4.0 and Industry 5.0 -- 8.4 The Future Strategies for Distance Learning in the Era of Industry 4.0 and Industry 5.0 -- 8.4.1 Lifelong Distance, Online, and Transdisciplinary Education -- 8.4.2 Human-Centric Design Modules, Resilience, and Sustainability -- 8.4.3 Hands-on Management Courses and Data Fluency -- 8.4.4 Human Agent with Computer Interaction Experiences -- 8.5 Conclusion and Future Scope -- References -- Chapter 9 ◾ Innovations of Teaching and Testing English to Students of other Majors Online During COVID-19 Pandemic at Mila University Centre, Algeria -- 9.1 Introduction -- 9.2 Theoretical Foundations of ESP and EAP -- 9.3 Teaching ESP and EAP during the COVID-19 Pandemic9.4 Teaching Methods
Content
Other version