Online and Distance Learning during Lockdown Times

doi:10.3390/books978-3-0365-5250-7

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Hardback

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Keywords

teaching profession; COVID-19 school closure; online learning; K–12 education; public education; distance education; rural education; educational technology; learning barriers obstacles; quality; distance learning; COVID-19 pandemic; questionnaire; professors and students; emergency remote teaching; COVID-19; special education; teachers; elementary school; pedagogy; sport science; transdisciplinary; childhood learning; technologies; relationship; civil education approach; distance learning; COVID-19; education; online learning; emergency; low-resource settings; engagement; distance learning; student perception; survey; COVID-19; Moore framework; COVID-19; mathematics education; online teaching; parent attitudes; primary education; productive struggle; remote learning; teacher attitudes; distance learning; COVID-19; teaching and learning in emergencies; science teachers; qualitative research; COVID-19; online learning; higher education; evaluation; parental involvement; home-school relationships; Twitter; social media; remote learning; COVID-19; mathematics education; distance learning; online learning; coronavirus disease; COVID-19; EFL learners; engagement; student course engagement questionnaire; Madrasti; platform; online learning; stakeholders; Facebook; COVID-19; content analysis; educational change; education; school; COVID-19; adaptation; complex systems; distance education; online learning; academic self-perceptions; workload; technical support; course satisfaction; higher education; COVID-19 pandemic; digital technology; home-learning; Thirdspace; primary teachers; Scotland; COVID-19 lockdown; instructor readiness; e-learning readiness; online teaching; pandemic; e-learning; students’ e-learning preparedness; e-learning competency; Rasch analysis; online learning; web-based learning; COVID-19 lockdown; flipped classroom; architecture-engineering and construction (AEC); blended learning; lifelong learning; meaningful learning; COVID-19 instructional response; instructional planning; preservice teachers; STEM integration; in-service teachers; undergraduate research; flexible teaching; COVID-19 lockdown education; structure in education; online education; secondary education; teacher knowledge; distance education; mathematics; online teaching materials; distanced learning; COVID-19; technology-mediated learning; technology-mediated teaching; emergency remote teaching; engineering education; COVID-19; entrepreneurship education; distance learning; online learning; COVID-19; education; e-learning; face-to-face learning; perceptions; parental involvement; children’s learning; COVID-19; online learning; e-learning; accounting education; COVID-19; internship; higher education; n/a

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Online and Distance Learning during Lockdown Times

COVID-19 Stories (Volume 2)

Edited by

September 2022

218 pages

ISBN978-3-0365-5249-1 (Hardback)
ISBN978-3-0365-5250-7 (PDF)

https://doi.org/10.3390/books978-3-0365-5250-7

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This is a Reprint of the Special Issue Online and Distance Learning during Lockdown Times: COVID-19 Stories that was published in

This Reprint is part of the book set Online and Distance Learning during Lockdown Times: COVID-19 Stories.

Social Sciences, Arts & Humanities

Summary

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.