Subject Index

New Student Literacies amid COVID-19: International Case Studies

ISBN: 978-1-80071-467-0, eISBN: 978-1-80071-466-3

ISSN: 2055-3641

Publication date: 7 December 2021

This content is currently only available as a PDF

Citation

(2021), "Subject Index", Sengupta, E. and Blessinger, P. (Ed.) New Student Literacies amid COVID-19: International Case Studies (Innovations in Higher Education Teaching and Learning, Vol. 41), Emerald Publishing Limited, Leeds, pp. 185-190. https://doi.org/10.1108/S2055-364120210000041025

Publisher

:

Emerald Publishing Limited

Copyright © 2022 Emerald Publishing Limited


INDEX

Academics
, 5

Accessibility
, 5, 71

Affiliated colleges and institutes
, 32

Afghanistan
, 71

and higher education
, 71–72

ministry and readiness to combat COVID in
, 72–74

shifting scenarios
, 78

voice of stakeholders
, 74–78

Alternative learning opportunities
, 47

American Psychological Association (APA)
, 44

Amid COVID-19
, 106

Assessments
, 40

relevance of
, 43–47

strategies
, 40

Asynchronous online communication synchrony
, 120

Bangladesh, context of HE in
, 32–33

Bangladesh Open University (BOU)
, 32

BlackBoard
, 86

Blended learning
, 25

Blended online learning
, 25

Blending
, 25

British Educational Research Association (BERA)
, 36

British Psychological Society (BPS)
, 36

Campus life
, 8, 47

Canvas
, 86

Case study
, 107

Catastrophe
, 4

Challenges
, 58

posed by COVID-19
, 10, 154

Cognition and recognition of learner’s individuality
, 149

Commission for University Education in Kenya
, 84

Community of higher education in Afghanistan
, 77

Computer-based learning
, 15–16

Consensus about ODTL
, 37–38

Continuity
, 126–127

Continuous professional development
, 40

Continuous training
, 37

Convergent parallel
, 34

Coronavirus
, 33

Correlation analysis
, 127–129

COVID-19
, 7, 9–10, 58

epidemic
, 46

impact
, 59

infection
, 84

pandemic
, 14–15, 17, 30, 42, 47, 70, 72, 116, 118

Culture of trust in education
, 119

Curriculum
, 40

relevance of
, 43–47

Delhi National Capital Region
, 60

Developing countries
, 32, 60

Development of self-directed learning competencies
, 148–150

Digikids
, 118

Digital childhoods
, 118

Digital contents and for students on online platforms
, 38

Digital divide
, 42

Digital inequalities, COVID-19 pandemic on
, 118

Digital literacy
, 118

findings
, 122–130

literature review and theoretical background
, 117–121

methodology
, 121–122

Digital materials

mediating pathway through intention to create
, 159–161

mediating pathway through willingness to adopt
, 161–162

results of moderated mediations
, 162–164

Digital natives
, 118

Digital readiness, profiling needs for
, 118–119

Digital skills
, 119

Digital teaching
, 154, 157–159, 163

Digital technologies
, 46

Digital transformation of life and future of HE
, 46–47

Distance education (DE)
, 8, 102, 150

avenues
, 9

context
, 106–107

during COVID-19
, 105–106

data collection and analysis
, 108–111

findings
, 111–113

limitations
, 113

methodology
, 107–108

pre-COVID-19
, 103–105

Distance learning in Lithuania
, 136–144

Distance teaching/learning
, 139–140

Doctoral students
, 18

E-learning
, 15–16, 59–61

committee
, 77–78

E-resources
, 60

Economic disruption
, 5

Economic hardships
, 74

Education
, 44–45

during coronavirus
, 154

in emergencies
, 50

sector
, 14

Education in a distance
, 139, 141–142, 145

in Lithuania during the pandemic
, 148

Educational institutions
, 58

Educational strategy
, 7

Educators
, 5

perceptions and operational/technical settings
, 126

Effectiveness
, 9

of online education
, 37, 43, 118, 166

Efficiency
, 112–113

Eigenvalues
, 63

Emergency online teaching, transition to
, 124–126

Emergency remote teaching (ERT)
, 15–16, 117–118, 126–127, 154–155

attitudes toward ERT and characteristics
, 156–157

mediating pathway through intention to maintain interaction during
, 164–165

results of moderated mediation related to intention to maintain interaction during
, 165–166

Emergency remote teaching and learning (ERTL)
, 37

Emerging technologies
, 31–32

Employability, preparedness of students for
, 44–46

Enrollment
, 70

Equality
, 26

Equipping
, 25

Erasmus Student Network (ESN)
, 43

Ethics
, 26

European Credit System (ECTS)
, 149

Evaluation
, 42

Factor analysis
, 61, 65–66

Feedback
, 9, 31

Financial strain
, 8

Five-point Likert scale
, 112

Fourth Industrial Revolution
, 47–48

Free choice and responsibility
, 148

Global pandemic
, 4

Google Classroom
, 33, 86

High school
, 10, 156

Higher education (HE)
, 5, 14, 30, 58–59, 70 (see also Distance education (DE))

amid COVID–19
, 58

changing landscape of
, 31–32

characteristics
, 30

context of HE in Bangladesh
, 32–33

digital transformation of life and future of
, 46–47

and employability
, 44–46

preparedness of students for future HE and employability
, 44–46

Higher Education Learning Management System (HELMS)
, 75

Higher educational institutions (HEIs)
, 5, 30, 45, 47, 102

Hungarian school communities
, 154

Hungarian teachers
, 154

Igeneration
, 118

Ikids
, 118

Immediacy
, 9, 105

Importance of interaction
, 156

Inclusive education
, 39, 42

Inclusiveness
, 9, 105–107

India
, 7, 58

Information and communication technology (ICT)
, 25, 33, 59, 85, 103

Information technology (IT)
, 38

Infrastructural preparedness in adopting online teaching and learning
, 91–93

Instructor role online
, 120

Intention to create digital materials
, 159–161

Interactivity
, 40

International universities
, 32

Internet
, 70

at affordable cost and fund allocation for online education
, 39

connection issues
, 76

Kenya Basic Education COVID-19 Emergency Response Plan
, 84

Kenyan Universities
, 8, 85, 91, 93

Khulna University
, 32

Lanka Education and Research Network (LEARN)
, 14

Learner-centered instruction
, 121

Learning
, 4

during COVID-19
, 97

experiences
, 58

style
, 147

Learning management systems (LMSs)
, 14, 84, 86

Lebanon
, 103

Lecturers
, 19–24

Level of competency preparedness of lecturers and students
, 93–95

Lithuanian educational system
, 138

Lithuanian Students Union (LSU)
, 139–140

Lockdown
, 58

M-Elimu
, 86

Management Faculty
, 14–15

challenges on teaching and learning online
, 20–22

change of view on online teaching and learning
, 22–23

data collection and analysis
, 17–18

going online
, 16–17

online learning
, 15–16

perceptions on assessment
, 23–24

perceptions on online teaching and learning
, 18–20

Massive open online course platforms (MOOC platforms)
, 47

Meaningful learning
, 36

Microsoft teams
, 33

Minister of Education, Science and Sport (MESS)
, 137

Ministry of Education (MoE)
, 72–74

Ministry of Higher Education (MoHE)
, 72, 74–75

Mixed method
, 9, 17, 34

Modality
, 120

Modification of curriculum
, 40

Moodle
, 86

Moodle-based LMSs
, 14

Motivating
, 25

Motivation and self-motivation
, 147

Multiple-choice questions (MCQs)
, 24

National University
, 32

New normal education
, 116

Novelty effect
, 130

One-way ANOVA test
, 109

Online assessment
, 15

Online communication synchrony
, 120

Online distance teaching and learning (ODTL)
, 30, 33, 36

consensus about
, 37–38

system
, 40

Online education
, 16, 102 (see also Higher education (HE))

internet at affordable cost and fund allocation for
, 39

methods
, 156

research methodology
, 60–61

results
, 156–166

results
, 61–66

revolution in Afghanistan
, 77

system
, 37

teachers’ perceptions during COVID-19
, 155–156

theoretical background
, 59–60

Online learning
, 15–16, 102–103, 84, 118, 140

Online mode of learning
, 4

Online pedagogies
, 37

Online platforms
, 8, 33, 38, 40, 42, 124

Online teaching
, 71, 103

aspects of
, 60

Online teaching and learning
, 85

challenges on
, 20–22

change of view on
, 22–23

perceptions on
, 18–20

Pacing
, 120

Pandemic
, 58, 72

Participation facilitation technology
, 86

Pearson’s test for correlation
, 94

Pedagogies, relevance of
, 43–47

Perceptions

on online teaching and learning
, 18–20

toward online learning
, 58–59

Phoenicia University (PU)
, 103

Pilot testing
, 61

Planning
, 24–25

Policy
, 30

and practice
, 7

preparedness for online teaching and learning
, 89–90

Positive impact
, 59, 77

Post-COVID
, 42–43

Post-COVID-19
, 116

Practice
, 31, 34

Pre-COVID-19
, 103–105

Preparedness
, 7

Private universities
, 32

Private Universities Act 1992
, 32

Public HEIs
, 41

Public universities
, 32

Qualitative method
, 110–111

Quality
, 26

in DE
, 105

of online teaching
, 60

uality and effectiveness of online education
, 37, 43

Quantitative method
, 108–110

Questionnaire design
, 61

Questionnaire-based survey
, 60–61

Reflection and reflective learning
, 149–150

Reliability

analysis
, 61

test
, 61

Remote learning
, 120

Remote teaching
, 9, 15 (see also Emergency remote teaching (ERT))

Remote video conferencing
, 86

Resilience

effect of
, 159

mediating role of attitudes
, 158

Science, Technology, Engineering, Arts and Mathematics students (STEAM students)
, 43–44

Self-directed learning
, 145

Self-directed learning competencies

development
, 148–150

in distance and online education
, 145–146

distance learning in Lithuania
, 136–144

essence and concept
, 146–148

Self-efficacy

effect of
, 159

mediating role of attitudes
, 158

Self-regulated learners
, 41

Shahjalal Science and Technology University
, 32

Smart devices
, 42, 49

Social distancing
, 59

Social justice
, 48

Social mobility
, 5

Socio-economic status (SES)
, 33, 44

diversity and lack of logistic facilities in remote areas
, 39

students
, 44

Sri Lanka
, 14

Standardized education plan
, 67

Stress
, 7, 65

Students
, 18–24

engagement
, 40

instructor ratio
, 120–121

Students’ participation
, 126–127

Students’ perspectives
, 36–40

Students’ preparedness
, 30

changing landscape of HE
, 31–32

context of HE in Bangladesh
, 32–33

for future HE and employability
, 44–46

implications
, 48

relevance of curriculum, pedagogies, and assessments
, 43–47

research methodology
, 34–36

teachers’ and students’ perspectives
, 36–40

Sustainable Development Goals
, 46

Synchronous online communication synchrony
, 120

Teachers
, 7

collaboration
, 117

perceptions during COVID-19
, 155–156

perspectives
, 36–40

presence
, 120, 130–131

professional development programs
, 131

Teaching
, 4, 120

experience
, 126–127

and learning
, 85

methods
, 74–75

new conceptualization of
, 117–118

Technical capacity building
, 38–39

Technological capacity building
, 38–39

Technology
, 9

technology-based learning
, 15–16

Telegram
, 74

Tertiary students
, 58, 60

Thematic analysis
, 35

Themes asserted by participants
, 129–130

3-way ANOVA test
, 157–158

Traditional classroom teaching
, 30

Traditional higher education institutions
, 5

Training
, 25

to faculty members
, 67

needs for students and staffs on online teaching and learning
, 37

Transformation
, 6–7, 10

Trust
, 119

21st Century’s Higher Education
, 117

2-way ANOVA test
, 157

Universities
, 5, 8, 71

University Grants Commission (UGC)
, 14, 16, 32

University of Tabish in Kabul
, 77

University preparedness
, 85

findings
, 89–95

method of study
, 87–89

Varimax rotation method
, 63

Vice-chancellor (VC)
, 16

Web-based learning
, 15–16

WhatsApp
, 74

Willingness to borrow digital material
, 161

Work–life balance
, 21

World Health Organization (WHO)
, 4, 58

Wuhan District of China
, 4

Zoom
, 14, 33