COVID-2019 Impacts on Education Systems and Future of Higher Education

doi:10.3390/books978-3-0365-2926-4

Download Url(s)

https://mdpi.com/books/pdfview/book/4845

Contributor(s)

Gamage, Kelum (editor)

Language

English

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Abstract

The rapid outbreak of the COVID-19 has presented unprecedented challenges on education systems. Closing schools and universities and cancelling face-to-face activities have become a COVID-19 inevitable reality in most parts of the world. To be business-as-usual, many higher education providers have taken steps toward digital transformation, and implementing a range of remote teaching, learning and assessment approaches. This book provides timely research on COVID-19 impacts on education systems and seeks to bring together scholars, educators, policymakers and practitioners to collectively and critically identify, investigate and share best practices that lead to rethinking and reframing the way we deliver education in future.

URI

https://directory.doabooks.org/handle/20.500.12854/78753

Keywords

COVID-19; coronavirus infections; pandemics; qualitative research; nursing students; student experiences; student perceptions; student safety; 3D printing; CAD/CAM; engineering education; tutorial; educational outcomes; e-learning; critical success factors; distance learning; COVID-19/Coronavirus pandemic; AHP-TOPSIS; COVID-19 pandemic; global mobility; higher education; internationalization; structural equation modeling (SEM); multi-group invariance analysis; graduate education/research; chemical engineering; bioenergetics; biotechnology; student/career counseling; electrical engineering education; COVID19; outcome-based education (OBE); learning sciences; pedagogy; pandemic; student learning; online delivery; laboratory workshops; academic integrity; remote learning and teaching; emergency remote teaching; compassion; engineering; student experience; undergraduate students; general chemistry; curriculum; assessment; laboratory learning; asynchronous assessment; health education; eLearning; online classes; examination system; electronic educational environment; online education; online teaching challenges; university mathematics professors; teaching mathematics at a distance; blackboard teacher; teacher beliefs; online teaching; urban design; public health; technology; EdTech; research methods; physical therapist educators; online teaching and learning; school response; university response; testing situations; testing challenges; college student; learning experience; survey; anxiety; depression; learning mode; faculty attitudes; emergency online teaching; interviews; Coronavirus Anxiety Scale; psychology; working and social adjustment scale; GAD-7; functional impairment; history of education in England; apprenticeship schemes; the Triple Helix Concept; change management; technological colleges; IT in education; resilience; university students; confinement; student engagement; heart rate; active learning; non-self-report; self-report; predominantly undergraduate institutions; cheating; course materials; data analysis; education; learning; online; teaching; postgraduate; online learning and teaching; blended online learning; post-pandemic; digital capabilities; social identity; wellbeing; deaf and hard of hearing; accessibility; Saudi Arabia; Sars-CoV2; PLS-SEM; Ecuador; educational impact