Education in the post-COVID-19 era - opportunities and challenges: proceeding of 2022 International Conference on Learning and Teaching in the Digital World
This book offers authors practices, initiatives, and experiences in sustaining their education during the pandemic from different countries, contexts, and political situations. It provides a future prediction for the education system in the world due to the transformation that happened in the post-C...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Format: | Tagungsbericht Buch |
| Sprache: | English |
| Veröffentlicht: |
Singapore
Springer
2023
|
| Schriftenreihe: | Lecture notes in educational technology
|
| Schlagworte: | |
| Online-Zugang: | https://public.ebookcentral.proquest.com/choice/PublicFullRecord.aspx?p=31013199 SpringerLink |
| Zusammenfassung: | This book offers authors practices, initiatives, and experiences in sustaining their education during the pandemic from different countries, contexts, and political situations. It provides a future prediction for the education system in the world due to the transformation that happened in the post-COVID-19 era. Each chapter of the book is expected to shed light on different countries describing their education system in the past, present, and future. The readers of the book will be able to learn, compare, and analyze the differences and similarities between the educations offered to learners around the world. The book also presents a new model of e-learning that will help learners, teachers, and educational systems to participate in achieving sustainable development goals. The book introduces several scenarios of types of learning and how to plan, design, and implement them in F2F and online environments |
| Beschreibung: | 6.6 Discussion and Conclusion |
| Beschreibung: | XIII, 185Seiten Illustrationen (teilweise farbig) |
| ISBN: | 9789819972920 |
| DOI: | 10.1007/978-981-99-7293-7 |
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| 505 | 8 | |a Intro -- Foreword -- Preface -- Contents -- Editors and Contributors -- 1 The Impact of COVID-19 Pandemic on Pre-school Education from the Point of View of Pre-school Teachers -- 1.1 Introduction -- 1.1.1 Problem Statement -- 1.1.2 Purpose of the Study -- 1.1.3 Research Questions -- 1.1.4 Significance of the Study -- 1.2 Literature Review -- 1.3 Methodology -- 1.3.1 Participants -- 1.3.2 Data Collection -- 1.4 Findings -- 1.4.1 Question #1 -- 1.4.2 Question #2 -- 1.4.3 Question #3 -- 1.4.4 Interview Questions -- 1.5 Discussion -- References | |
| 505 | 8 | |a 2 Impact of the COVID-19 Pandemic on School and Learning in Extremely Vulnerable Areas of Jerusalem -- 2.1 Introduction and Background -- 2.2 Context of the Study -- 2.3 School in East Jerusalem -- 2.4 Objective of the Study -- 2.4.1 Conceptual Framework -- 2.5 Research Methodology -- 2.5.1 Data Analysis -- 2.6 Results -- 2.7 Conclusion -- 2.7.1 Limitation -- References -- 3 Measuring Gamification Influence on Student's Academic Behaviour: The Case of BME Elective Course -- 3.1 Introduction -- 3.2 Literature Review -- 3.3 Research Methodology -- 3.3.1 Participants and Procedures | |
| 505 | 8 | |a 3.4 Analysis and Results -- 3.4.1 Engagement Levels -- 3.4.2 Dropout Rate -- 3.4.3 Academic Performance -- 3.4.4 Satisfaction Levels -- 3.5 Discussion and Conclusion -- References -- 4 Learners' Experiences with Emergency Remote Learning at the Palestinian University During COVID-19 in Light of the INEE Minimum Standards -- 4.1 Introduction and Background -- 4.1.1 Introduction -- 4.1.2 Research Questions, Objectives, and Significance -- 4.1.3 Conceptualizing Remote Teaching -- 4.1.4 Conceptual Framework -- 4.2 Research Design and Method -- 4.2.1 Research Design -- 4.2.2 Data Collection | |
| 505 | 8 | |a 4.2.3 Data Analysis -- 4.3 Research Findings -- 4.4 Discussion -- 4.5 Conclusion and Implications -- References -- 5 Digital Literacy in the Palestinian Public Schools: The Influence of Gamification-Based Learning -- 5.1 Introduction -- 5.1.1 Problem Statement -- 5.1.2 Research Rationale -- 5.1.3 Research Questions -- 5.2 Literature Review -- 5.3 Research Design and Procedure -- 5.4 The Sample -- 5.5 Instruments -- 5.6 Reliability and Validity -- 5.7 Results and Discussion -- 5.8 Conclusion -- References -- 6 Effectiveness and Dark Sides of E-Learning in EFL Classrooms -- 6.1 Introduction | |
| 505 | 8 | |a 6.2 Literature Review -- 6.3 Method -- 6.3.1 Research Design -- 6.3.2 Tools -- 6.3.3 Sample -- 6.4 Results -- 6.4.1 Questionnaire Reliability -- 6.4.2 Demographic -- 6.5 Results of the Research Questions -- 6.5.1 Q1: Is Technology Integration Beneficial in Online EFL Classrooms During the Coronavirus Pandemic? -- 6.5.2 Q2: Do the Demographic Variables of Teachers (Gender, Academic Qualification, Years of Experience, Current Teaching Position and Class Size) Affect the Results? -- 6.5.3 Q3: What Are the Dark Sides of E-Learning During the Coronavirus Pandemic Regarding Technology Integration? | |
| 520 | 3 | |a This book offers authors practices, initiatives, and experiences in sustaining their education during the pandemic from different countries, contexts, and political situations. It provides a future prediction for the education system in the world due to the transformation that happened in the post-COVID-19 era. Each chapter of the book is expected to shed light on different countries describing their education system in the past, present, and future. The readers of the book will be able to learn, compare, and analyze the differences and similarities between the educations offered to learners around the world. The book also presents a new model of e-learning that will help learners, teachers, and educational systems to participate in achieving sustainable development goals. The book introduces several scenarios of types of learning and how to plan, design, and implement them in F2F and online environments | |
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Datensatz im Suchindex
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| contents | Intro -- Foreword -- Preface -- Contents -- Editors and Contributors -- 1 The Impact of COVID-19 Pandemic on Pre-school Education from the Point of View of Pre-school Teachers -- 1.1 Introduction -- 1.1.1 Problem Statement -- 1.1.2 Purpose of the Study -- 1.1.3 Research Questions -- 1.1.4 Significance of the Study -- 1.2 Literature Review -- 1.3 Methodology -- 1.3.1 Participants -- 1.3.2 Data Collection -- 1.4 Findings -- 1.4.1 Question #1 -- 1.4.2 Question #2 -- 1.4.3 Question #3 -- 1.4.4 Interview Questions -- 1.5 Discussion -- References 2 Impact of the COVID-19 Pandemic on School and Learning in Extremely Vulnerable Areas of Jerusalem -- 2.1 Introduction and Background -- 2.2 Context of the Study -- 2.3 School in East Jerusalem -- 2.4 Objective of the Study -- 2.4.1 Conceptual Framework -- 2.5 Research Methodology -- 2.5.1 Data Analysis -- 2.6 Results -- 2.7 Conclusion -- 2.7.1 Limitation -- References -- 3 Measuring Gamification Influence on Student's Academic Behaviour: The Case of BME Elective Course -- 3.1 Introduction -- 3.2 Literature Review -- 3.3 Research Methodology -- 3.3.1 Participants and Procedures 3.4 Analysis and Results -- 3.4.1 Engagement Levels -- 3.4.2 Dropout Rate -- 3.4.3 Academic Performance -- 3.4.4 Satisfaction Levels -- 3.5 Discussion and Conclusion -- References -- 4 Learners' Experiences with Emergency Remote Learning at the Palestinian University During COVID-19 in Light of the INEE Minimum Standards -- 4.1 Introduction and Background -- 4.1.1 Introduction -- 4.1.2 Research Questions, Objectives, and Significance -- 4.1.3 Conceptualizing Remote Teaching -- 4.1.4 Conceptual Framework -- 4.2 Research Design and Method -- 4.2.1 Research Design -- 4.2.2 Data Collection 4.2.3 Data Analysis -- 4.3 Research Findings -- 4.4 Discussion -- 4.5 Conclusion and Implications -- References -- 5 Digital Literacy in the Palestinian Public Schools: The Influence of Gamification-Based Learning -- 5.1 Introduction -- 5.1.1 Problem Statement -- 5.1.2 Research Rationale -- 5.1.3 Research Questions -- 5.2 Literature Review -- 5.3 Research Design and Procedure -- 5.4 The Sample -- 5.5 Instruments -- 5.6 Reliability and Validity -- 5.7 Results and Discussion -- 5.8 Conclusion -- References -- 6 Effectiveness and Dark Sides of E-Learning in EFL Classrooms -- 6.1 Introduction 6.2 Literature Review -- 6.3 Method -- 6.3.1 Research Design -- 6.3.2 Tools -- 6.3.3 Sample -- 6.4 Results -- 6.4.1 Questionnaire Reliability -- 6.4.2 Demographic -- 6.5 Results of the Research Questions -- 6.5.1 Q1: Is Technology Integration Beneficial in Online EFL Classrooms During the Coronavirus Pandemic? -- 6.5.2 Q2: Do the Demographic Variables of Teachers (Gender, Academic Qualification, Years of Experience, Current Teaching Position and Class Size) Affect the Results? -- 6.5.3 Q3: What Are the Dark Sides of E-Learning During the Coronavirus Pandemic Regarding Technology Integration? |
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| series2 | Lecture notes in educational technology |
| spelling | Affouneh, Saida 1968- (DE-588)1321323646 edt Education in the post-COVID-19 era - opportunities and challenges proceeding of 2022 International Conference on Learning and Teaching in the Digital World Saida Affouneh, Soheil Salha, Ahmed Tlili, Sameer Abu-Eisheh, (editors) Singapore Springer 2023 XIII, 185Seiten Illustrationen (teilweise farbig) txt rdacontent n rdamedia nc rdacarrier Lecture notes in educational technology 6.6 Discussion and Conclusion Intro -- Foreword -- Preface -- Contents -- Editors and Contributors -- 1 The Impact of COVID-19 Pandemic on Pre-school Education from the Point of View of Pre-school Teachers -- 1.1 Introduction -- 1.1.1 Problem Statement -- 1.1.2 Purpose of the Study -- 1.1.3 Research Questions -- 1.1.4 Significance of the Study -- 1.2 Literature Review -- 1.3 Methodology -- 1.3.1 Participants -- 1.3.2 Data Collection -- 1.4 Findings -- 1.4.1 Question #1 -- 1.4.2 Question #2 -- 1.4.3 Question #3 -- 1.4.4 Interview Questions -- 1.5 Discussion -- References 2 Impact of the COVID-19 Pandemic on School and Learning in Extremely Vulnerable Areas of Jerusalem -- 2.1 Introduction and Background -- 2.2 Context of the Study -- 2.3 School in East Jerusalem -- 2.4 Objective of the Study -- 2.4.1 Conceptual Framework -- 2.5 Research Methodology -- 2.5.1 Data Analysis -- 2.6 Results -- 2.7 Conclusion -- 2.7.1 Limitation -- References -- 3 Measuring Gamification Influence on Student's Academic Behaviour: The Case of BME Elective Course -- 3.1 Introduction -- 3.2 Literature Review -- 3.3 Research Methodology -- 3.3.1 Participants and Procedures 3.4 Analysis and Results -- 3.4.1 Engagement Levels -- 3.4.2 Dropout Rate -- 3.4.3 Academic Performance -- 3.4.4 Satisfaction Levels -- 3.5 Discussion and Conclusion -- References -- 4 Learners' Experiences with Emergency Remote Learning at the Palestinian University During COVID-19 in Light of the INEE Minimum Standards -- 4.1 Introduction and Background -- 4.1.1 Introduction -- 4.1.2 Research Questions, Objectives, and Significance -- 4.1.3 Conceptualizing Remote Teaching -- 4.1.4 Conceptual Framework -- 4.2 Research Design and Method -- 4.2.1 Research Design -- 4.2.2 Data Collection 4.2.3 Data Analysis -- 4.3 Research Findings -- 4.4 Discussion -- 4.5 Conclusion and Implications -- References -- 5 Digital Literacy in the Palestinian Public Schools: The Influence of Gamification-Based Learning -- 5.1 Introduction -- 5.1.1 Problem Statement -- 5.1.2 Research Rationale -- 5.1.3 Research Questions -- 5.2 Literature Review -- 5.3 Research Design and Procedure -- 5.4 The Sample -- 5.5 Instruments -- 5.6 Reliability and Validity -- 5.7 Results and Discussion -- 5.8 Conclusion -- References -- 6 Effectiveness and Dark Sides of E-Learning in EFL Classrooms -- 6.1 Introduction 6.2 Literature Review -- 6.3 Method -- 6.3.1 Research Design -- 6.3.2 Tools -- 6.3.3 Sample -- 6.4 Results -- 6.4.1 Questionnaire Reliability -- 6.4.2 Demographic -- 6.5 Results of the Research Questions -- 6.5.1 Q1: Is Technology Integration Beneficial in Online EFL Classrooms During the Coronavirus Pandemic? -- 6.5.2 Q2: Do the Demographic Variables of Teachers (Gender, Academic Qualification, Years of Experience, Current Teaching Position and Class Size) Affect the Results? -- 6.5.3 Q3: What Are the Dark Sides of E-Learning During the Coronavirus Pandemic Regarding Technology Integration? This book offers authors practices, initiatives, and experiences in sustaining their education during the pandemic from different countries, contexts, and political situations. It provides a future prediction for the education system in the world due to the transformation that happened in the post-COVID-19 era. Each chapter of the book is expected to shed light on different countries describing their education system in the past, present, and future. The readers of the book will be able to learn, compare, and analyze the differences and similarities between the educations offered to learners around the world. The book also presents a new model of e-learning that will help learners, teachers, and educational systems to participate in achieving sustainable development goals. The book introduces several scenarios of types of learning and how to plan, design, and implement them in F2F and online environments Unterrichtstechnologie (DE-588)4078641-9 gnd rswk-swf E-Learning (DE-588)4727098-6 gnd rswk-swf Web-based instruction / Congresses Electronic books (DE-588)1071861417 Konferenzschrift gnd-content E-Learning (DE-588)4727098-6 s Unterrichtstechnologie (DE-588)4078641-9 s DE-604 Salha, Soheil 1972- edt Tlili, Ahmed Sonstige oth Abu-Eisheh, Sameer A. Sonstige oth International Conference on Learning and Teaching in the Digital World 3. 2022 Nablus; online (DE-588)1321323948 his Erscheint auch als Online-Ausgabe 9789819972937 https://public.ebookcentral.proquest.com/choice/PublicFullRecord.aspx?p=31013199 https://doi.org/10.1007/978-981-99-7293-7 SpringerLink |
| spellingShingle | Education in the post-COVID-19 era - opportunities and challenges proceeding of 2022 International Conference on Learning and Teaching in the Digital World Intro -- Foreword -- Preface -- Contents -- Editors and Contributors -- 1 The Impact of COVID-19 Pandemic on Pre-school Education from the Point of View of Pre-school Teachers -- 1.1 Introduction -- 1.1.1 Problem Statement -- 1.1.2 Purpose of the Study -- 1.1.3 Research Questions -- 1.1.4 Significance of the Study -- 1.2 Literature Review -- 1.3 Methodology -- 1.3.1 Participants -- 1.3.2 Data Collection -- 1.4 Findings -- 1.4.1 Question #1 -- 1.4.2 Question #2 -- 1.4.3 Question #3 -- 1.4.4 Interview Questions -- 1.5 Discussion -- References 2 Impact of the COVID-19 Pandemic on School and Learning in Extremely Vulnerable Areas of Jerusalem -- 2.1 Introduction and Background -- 2.2 Context of the Study -- 2.3 School in East Jerusalem -- 2.4 Objective of the Study -- 2.4.1 Conceptual Framework -- 2.5 Research Methodology -- 2.5.1 Data Analysis -- 2.6 Results -- 2.7 Conclusion -- 2.7.1 Limitation -- References -- 3 Measuring Gamification Influence on Student's Academic Behaviour: The Case of BME Elective Course -- 3.1 Introduction -- 3.2 Literature Review -- 3.3 Research Methodology -- 3.3.1 Participants and Procedures 3.4 Analysis and Results -- 3.4.1 Engagement Levels -- 3.4.2 Dropout Rate -- 3.4.3 Academic Performance -- 3.4.4 Satisfaction Levels -- 3.5 Discussion and Conclusion -- References -- 4 Learners' Experiences with Emergency Remote Learning at the Palestinian University During COVID-19 in Light of the INEE Minimum Standards -- 4.1 Introduction and Background -- 4.1.1 Introduction -- 4.1.2 Research Questions, Objectives, and Significance -- 4.1.3 Conceptualizing Remote Teaching -- 4.1.4 Conceptual Framework -- 4.2 Research Design and Method -- 4.2.1 Research Design -- 4.2.2 Data Collection 4.2.3 Data Analysis -- 4.3 Research Findings -- 4.4 Discussion -- 4.5 Conclusion and Implications -- References -- 5 Digital Literacy in the Palestinian Public Schools: The Influence of Gamification-Based Learning -- 5.1 Introduction -- 5.1.1 Problem Statement -- 5.1.2 Research Rationale -- 5.1.3 Research Questions -- 5.2 Literature Review -- 5.3 Research Design and Procedure -- 5.4 The Sample -- 5.5 Instruments -- 5.6 Reliability and Validity -- 5.7 Results and Discussion -- 5.8 Conclusion -- References -- 6 Effectiveness and Dark Sides of E-Learning in EFL Classrooms -- 6.1 Introduction 6.2 Literature Review -- 6.3 Method -- 6.3.1 Research Design -- 6.3.2 Tools -- 6.3.3 Sample -- 6.4 Results -- 6.4.1 Questionnaire Reliability -- 6.4.2 Demographic -- 6.5 Results of the Research Questions -- 6.5.1 Q1: Is Technology Integration Beneficial in Online EFL Classrooms During the Coronavirus Pandemic? -- 6.5.2 Q2: Do the Demographic Variables of Teachers (Gender, Academic Qualification, Years of Experience, Current Teaching Position and Class Size) Affect the Results? -- 6.5.3 Q3: What Are the Dark Sides of E-Learning During the Coronavirus Pandemic Regarding Technology Integration? Unterrichtstechnologie (DE-588)4078641-9 gnd E-Learning (DE-588)4727098-6 gnd |
| subject_GND | (DE-588)4078641-9 (DE-588)4727098-6 (DE-588)1071861417 |
| title | Education in the post-COVID-19 era - opportunities and challenges proceeding of 2022 International Conference on Learning and Teaching in the Digital World |
| title_auth | Education in the post-COVID-19 era - opportunities and challenges proceeding of 2022 International Conference on Learning and Teaching in the Digital World |
| title_exact_search | Education in the post-COVID-19 era - opportunities and challenges proceeding of 2022 International Conference on Learning and Teaching in the Digital World |
| title_exact_search_txtP | Education in the post-COVID-19 era - opportunities and challenges proceeding of 2022 International Conference on Learning and Teaching in the Digital World |
| title_full | Education in the post-COVID-19 era - opportunities and challenges proceeding of 2022 International Conference on Learning and Teaching in the Digital World Saida Affouneh, Soheil Salha, Ahmed Tlili, Sameer Abu-Eisheh, (editors) |
| title_fullStr | Education in the post-COVID-19 era - opportunities and challenges proceeding of 2022 International Conference on Learning and Teaching in the Digital World Saida Affouneh, Soheil Salha, Ahmed Tlili, Sameer Abu-Eisheh, (editors) |
| title_full_unstemmed | Education in the post-COVID-19 era - opportunities and challenges proceeding of 2022 International Conference on Learning and Teaching in the Digital World Saida Affouneh, Soheil Salha, Ahmed Tlili, Sameer Abu-Eisheh, (editors) |
| title_short | Education in the post-COVID-19 era - opportunities and challenges |
| title_sort | education in the post covid 19 era opportunities and challenges proceeding of 2022 international conference on learning and teaching in the digital world |
| title_sub | proceeding of 2022 International Conference on Learning and Teaching in the Digital World |
| topic | Unterrichtstechnologie (DE-588)4078641-9 gnd E-Learning (DE-588)4727098-6 gnd |
| topic_facet | Unterrichtstechnologie E-Learning Konferenzschrift |
| url | https://public.ebookcentral.proquest.com/choice/PublicFullRecord.aspx?p=31013199 https://doi.org/10.1007/978-981-99-7293-7 |
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