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Information management research and practice in the post-COVID-19 world. Singh (Eds.), Reducing disaster: Early warning systems for climate change (pp. The impact of climate change on natural disasters. Journal of Chemical Education, 97(9), 2800–2805.īanholzer, S., Kossin, J., & Donner, S. #DavidsonTrue: Transitioning to remote teaching while maintaining our values as a liberal arts college during the COVID-19 pandemic. Journal of Chemical Education, 97(1), 97–105. Usability testing and the development of an augmented reality application for laboratory learning. Scientific Research Publishing.Īn, J., Poly, L.-P., & Holme, T. The effectiveness of blackboard system, uses and limitations in information management. Quarterly Review of Distance Education, 14(1), 35–48.Īlokluk, J. Graduate students’ knowledge construction and attitudes toward online synchronous videoconferencing collaborative learning environments. 10th Annual SABER Meeting, Virtual.Īkarasriworn, C., & Ku, H.-Y. Development of a virtual classroom teaching effectiveness observation rubric.

American Journal of Educational Research, 3(8), 1045–1051.Īhuja, A. Teachers perceptions and needs towards the use of e-learning in teaching of physics at secondary level. Journal of Pedagogical Sociology and Psychology, 2(1), 45–51.Īfzal, M. Online learning amid the COVID-19 pandemic: Students’ perspectives. Digital inequalities need to be addressed by identifying and remedying “digital desserts.” With the growing rate of education disruptions due to climate change, disease, and war, institutions must become proactive in their planning for future emergencies. Effective training in online teaching is essential to maintain student engagement and vital assistance and should be disseminated internationally. Although these tools are mostly experimental, they will play a key role in the transformative change of postsecondary education. The accelerated application of emergent technologies and practices has minimized the educational disruption through adaptive learning and extended reality. While some instructors struggled with academic integrity and technical issues during exams, others reflected on the pedagogical purpose of student assessments and developed new assignments to better measure learning outcomes. Using a combination of synchronous and asynchronous tools can provide the best of both worlds, allowing students to effectively communicate with each other with the freedom of accessing course material when time and social demands necessitate alternative learning means. However, when they are used as a lecturing platform, these tools can increase the digital divide. Videoconferencing tools promote students’ sense of community when used to foster real-time conversations between students. This chapter presents teaching tools and techniques, assessment strategies, emergent technologies, and recommendations that apply to the COVID-19 ERT. As classes went online, instructors struggled to balance new technology demands with the stress of teaching during an emergency, hereafter referred as emergency remote teaching (ERT). Outlook meeting invite not showing availability.The COVID-19 pandemic forced higher education institutions around the world to find ways of maintaining education while adhering to public health guidelines.