Preface |
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xvii | |
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1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type |
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1 | (16) |
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Edwin Hernan Ramirez-Asis |
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Rosario Margarita Yslado-Mendez |
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Nelson Francisco Cruz Castillo |
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Martha Esther Guerra-Munoz |
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Guillermo Napoleon Pelaez-Diaz |
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2 | (1) |
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1.2 Review of Related Literature |
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3 | (3) |
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3 | (1) |
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4 | (1) |
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1.2.3 Variables Associated with Academic Burnout |
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4 | (1) |
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1.2.4 Variables of the Academic Context |
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5 | (1) |
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1.2.5 Environmental and/or Social Context |
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5 | (1) |
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1.2.6 Intrapersonal Variables |
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5 | (1) |
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6 | (1) |
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7 | (5) |
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7 | (1) |
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1.4.2 Convergent Validity |
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7 | (1) |
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1.4.3 Discriminant Validity |
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8 | (3) |
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11 | (1) |
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12 | (1) |
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12 | (1) |
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13 | (4) |
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14 | (3) |
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2 Virtual Classroom Platform Development |
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17 | (18) |
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17 | (4) |
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2.1.1 Free and Open Source Software |
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18 | (1) |
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2.1.2 Review of Literature |
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18 | (2) |
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20 | (1) |
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2.2 User Login/Registration Processes |
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21 | (2) |
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2.2.1 Students' Registration Process |
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21 | (1) |
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2.2.2 Teachers' Registration Process |
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21 | (2) |
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2.2.3 Administrator's Registration |
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23 | (1) |
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23 | (4) |
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2.4 Teacher's Control Panel |
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27 | (1) |
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2.5 Administrators Control Panel |
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28 | (1) |
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29 | (1) |
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30 | (3) |
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30 | (1) |
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31 | (1) |
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32 | (1) |
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33 | (2) |
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33 | (2) |
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3 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India |
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35 | (24) |
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36 | (4) |
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3.1.1 Scenario of COVID-19 Situation in West Bengal |
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37 | (3) |
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3.2 Materials and Methods |
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40 | (2) |
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3.2.1 Basic Principles of Quantitative Strategic Planning Matrix (QSPM) |
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41 | (1) |
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3.3 Results and Discussion |
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42 | (1) |
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3.3.1 Various Applications Used for Online Teaching |
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42 | (1) |
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42 | (1) |
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43 | (1) |
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43 | (1) |
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3.4 SWOT Analysis of Online Education in Kolkata |
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43 | (13) |
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43 | (2) |
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45 | (1) |
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46 | (2) |
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48 | (8) |
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56 | (3) |
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57 | (2) |
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4 New Age Teaching Pedagogy: Innovative Teaching Methods and their Impact on Educational Performance of the Students |
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59 | (16) |
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60 | (1) |
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61 | (1) |
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4.3 Teacher Education in India |
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61 | (1) |
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4.4 Modern Innovative Teaching Pedagogy |
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62 | (2) |
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4.5 New Age Teaching Pedagogy: Need of the Hour |
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64 | (2) |
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65 | (1) |
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65 | (1) |
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66 | (1) |
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66 | (1) |
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66 | (1) |
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4.6 Modern New Age Teaching Pedagogy |
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66 | (3) |
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66 | (1) |
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66 | (1) |
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4.6.3 Interactive Learning Environment |
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67 | (1) |
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4.6.4 Collaborative Learning Environment |
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67 | (1) |
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4.6.5 Spaced Learning Environment |
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67 | (1) |
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4.6.6 Flipped Classroom Learning |
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67 | (1) |
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68 | (1) |
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68 | (1) |
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4.6.9 Real-World Learning |
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68 | (1) |
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4.6.10 Relationship Learning |
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68 | (1) |
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4.6.11 Cross-Over Teaching and Learning |
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69 | (1) |
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4.7 Modern Innovative Tools |
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69 | (2) |
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4.7.1 Multimedia Learning |
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69 | (1) |
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69 | (1) |
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4.7.3 Chunking Strategy Learning |
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70 | (1) |
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4.7.4 Virtual Reality Learning |
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70 | (1) |
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70 | (1) |
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70 | (1) |
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70 | (1) |
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71 | (4) |
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72 | (3) |
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5 Efficacy of V-Lab for Engineering Students during COVID-19 |
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75 | (22) |
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75 | (1) |
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5.2 Materials and Methods: Sources and Importance of E-Learning and E-Teaching |
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76 | (8) |
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5.2.1 Digital Platforms for Online Teaching |
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77 | (3) |
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5.2.2 Virtual Platforms for Conducting Laboratory Online |
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80 | (1) |
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5.2.2.1 Virtual Lab: An MHRD Initiative |
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81 | (1) |
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5.2.2.2 Biotechnology and Biomedical Engineering Virtual Labs |
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81 | (1) |
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5.2.2.3 Virtual Lab for Computer Science |
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82 | (1) |
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5.2.3 Collaborative Learning Environs and Computer Models |
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82 | (1) |
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83 | (1) |
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5.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India |
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84 | (1) |
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84 | (3) |
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84 | (1) |
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85 | (1) |
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85 | (1) |
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85 | (1) |
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5.4.5 Data Description and Sampling Plan |
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86 | (1) |
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5.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders |
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87 | (2) |
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5.5.1 Overall Interpretation |
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89 | (1) |
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5.6 Findings and Discussions |
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89 | (2) |
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5.7 Performance Assessment |
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91 | (3) |
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5.7.1 Access Time and Number of Trials |
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91 | (3) |
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5.7.2 Quality of Content Delivery |
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94 | (1) |
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94 | (3) |
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94 | (3) |
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6 Significance of e-Learning in Indian Modern Higher Education System: A Review |
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97 | (14) |
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97 | (2) |
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99 | (8) |
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100 | (1) |
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6.2.2 Learning Shift Toward Online |
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100 | (2) |
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6.2.3 E-Learning-Related Studies |
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102 | (1) |
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6.2.4 Importance of e-Learning |
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103 | (1) |
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6.2.5 Barriers or Disadvantages of e-Learning |
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103 | (1) |
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6.2.6 E-Learning and Higher Education |
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103 | (4) |
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107 | (4) |
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107 | (4) |
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7 Homeschooling: A Case Study Based on Delhi, India |
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111 | (24) |
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111 | (3) |
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7.2 Data Collection and Methodology |
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114 | (1) |
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115 | (5) |
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7.4 Data Analysis and Major Findings |
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120 | (4) |
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124 | (3) |
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124 | (1) |
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7.5.2 Income Distribution |
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124 | (1) |
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7.5.3 Education Qualification |
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124 | (1) |
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7.5.4 Earning Member of Family |
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125 | (1) |
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7.5.5 Awareness About Homeschooling |
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125 | (1) |
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7.5.6 Likeliness to Adopt Homeschooling |
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126 | (1) |
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7.6 Policy Recommendations |
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127 | (1) |
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7.7 Regulation of Homeschooling in the USA |
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128 | (1) |
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7.8 Regulation of Homeschooling in the UK |
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128 | (1) |
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129 | (1) |
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129 | (1) |
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7.11 Challenges and Recommendations |
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130 | (5) |
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131 | (4) |
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8 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance |
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135 | (20) |
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135 | (4) |
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8.1.1 Reasons for Undertaking Current Study and Methodology Adopted |
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139 | (1) |
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8.2 Sample and Population |
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139 | (1) |
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8.3 Findings of the Study |
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140 | (11) |
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8.3.1 Findings Related to Objective 1 |
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140 | (1) |
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8.3.1.1 Hypothesis Testing |
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140 | (7) |
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8.3.2 Findings Related to Objective 2 |
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147 | (1) |
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8.3.3 Findings Related to Objective 3 |
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147 | (1) |
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8.3.3.1 Major Challenges in Online Mode of Teaching |
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147 | (1) |
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8.3.3.2 Effectiveness of Teaching Methods |
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148 | (3) |
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8.4 Discussion Based on the Study |
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151 | (1) |
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151 | (4) |
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152 | (3) |
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9 Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges |
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155 | (14) |
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156 | (1) |
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9.1.1 Purpose of the Chapter |
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157 | (1) |
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9.2 Generation Z Behavioral Feature |
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157 | (1) |
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9.3 Video-Based Learning Motives (VBLM) |
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158 | (2) |
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9.4 Video-Based Learning Platform |
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160 | (2) |
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9.5 Teachers Role Transformation |
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162 | (2) |
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164 | (1) |
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9.7 Limitation and Further Research Scope |
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164 | (5) |
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165 | (4) |
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10 Quantitative Monitoring and Analysis of Rare Symptoms of COVID-19 Infection: Application of a Text and Citation Management Software as a Tool |
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169 | (16) |
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10.1 Introduction: The COVID Pandemic |
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169 | (1) |
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10.2 Materials and Methods |
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170 | (5) |
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170 | (1) |
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171 | (1) |
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10.2.3 Systematic Application of REVMAN on COVID 19 Rare Symptoms |
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171 | (1) |
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171 | (1) |
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10.2.5 Combining BOOLEAN and MeSH Terms for Optimizing the Application Software |
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171 | (1) |
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10.2.6 Secondary Data on Rare Symptoms of COVID-19 |
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172 | (1) |
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172 | (1) |
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10.2.8 Systematic Analysis |
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173 | (1) |
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10.2.9 Statistical Analysis |
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174 | (1) |
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10.3 Results and Discussion |
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175 | (5) |
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180 | (5) |
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180 | (5) |
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11 Role and Impact of ICT on Rapidly Advancing New Age Teaching Pedagogy in Higher Educational Institutions in Oman |
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185 | (18) |
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186 | (1) |
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11.1.1 Evolution of ICT in the Field of Higher Education in Oman |
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186 | (1) |
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11.1.2 ICT Tools Used for Teaching |
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186 | (1) |
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11.2 ICT Methodologies Adopted for Teaching |
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186 | (1) |
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11.3 Gaps Between Deliverables and Delivered |
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187 | (1) |
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188 | (1) |
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11.3.2 Product/Market Gap |
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188 | (1) |
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188 | (1) |
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188 | (1) |
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11.4 Causes of the Technological Gaps |
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188 | (1) |
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11.5 Ways to Fill in the Gaps |
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189 | (4) |
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189 | (1) |
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11.5.2 Fishbone -- Cause and Effect Analysis of ICT in Education |
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190 | (1) |
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11.5.2.1 Language Barriers |
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190 | (1) |
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191 | (1) |
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191 | (1) |
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191 | (1) |
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192 | (1) |
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193 | (1) |
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11.7 Importance of ICT Training in the Field of Education |
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193 | (1) |
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11.8 Updating ICT from Time to Time and Means of Growth in the Field of Education |
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193 | (1) |
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11.9 People Involved to be Trained for ICT |
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193 | (1) |
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11.10 Adapting to Changes |
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193 | (1) |
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11.11 Institutional Changes and ICT in Teaching |
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194 | (1) |
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11.12 Global Changes and ICT in Teaching |
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194 | (1) |
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11.13 Nationwide Changes and ICT in Teaching |
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194 | (1) |
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11.14 Climatic Changes and ICT in Teaching |
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194 | (1) |
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11.15 Types of Teaching Using ICT in Higher Educational Institutions |
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195 | (1) |
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11.15.1 On Campus Teaching |
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195 | (1) |
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195 | (1) |
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11.15.3 Blended or Hybrid Mode Teaching |
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195 | (1) |
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11.15.3.1 Understanding Blended Learning |
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195 | (1) |
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11.15.3.2 Measures to be Followed in Order to Ensure Effective Blended Learning |
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195 | (1) |
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195 | (1) |
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11.17 People that Use ICT in the Field of Education |
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196 | (3) |
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11.17.1 Teachers and their Use of ICT |
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196 | (1) |
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11.17.2 Students and their Use of ICT |
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197 | (1) |
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11.17.3 Department Heads and their Use of ICT |
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198 | (1) |
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11.17.4 IT Support and their Use of ICT |
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198 | (1) |
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199 | (1) |
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11.19 Problems Encountered During ICT-Based Class |
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199 | (1) |
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11.19.1 Technical Problems |
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199 | (1) |
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11.19.2 Non-Technical Problems |
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200 | (1) |
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200 | (1) |
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201 | (2) |
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201 | (2) |
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12 Digital Tools for Interactive E-Content Development |
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203 | (28) |
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204 | (1) |
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204 | (1) |
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12.3 Theories of Learning |
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205 | (1) |
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206 | (22) |
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12.4.1 Course Presentation |
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207 | (4) |
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12.4.2 Branching Scenario |
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211 | (5) |
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216 | (4) |
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220 | (1) |
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221 | (1) |
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221 | (1) |
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222 | (1) |
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12.4.8 Documentation Tool |
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222 | (3) |
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225 | (1) |
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12.4.10 Image Juxtaposition |
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226 | (1) |
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227 | (1) |
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227 | (1) |
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228 | (3) |
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229 | (2) |
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13 Analysis of Changing Landscape of Virtual Learning in India |
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231 | (22) |
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232 | (1) |
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13.2 Affecting Elements in Organizations |
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232 | (6) |
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13.3 Dealing with Exceptional Youngsters |
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238 | (2) |
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13.4 ICT Tools in VL for Flipped, Blended Learning and its Pitfalls |
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240 | (6) |
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13.5 Conclusion, Further Discussion and Recommendations |
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246 | (7) |
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249 | (4) |
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14 The Real-Time Problems and Solutions in Online Classes for Students and Parents |
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253 | (22) |
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253 | (2) |
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255 | (1) |
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256 | (1) |
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256 | (1) |
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257 | (2) |
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259 | (4) |
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262 | (1) |
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14.7 Results and Discussion |
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263 | (6) |
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14.7.1 Student Survey Report |
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263 | (2) |
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14.7.2 Parent Survey Report |
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265 | (4) |
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14.8 Advantages and Disadvantages of Online Classes |
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269 | (3) |
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14.8.1 Advantages of Online Classes |
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269 | (1) |
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14.8.2 Disadvantages of Online Classes |
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269 | (3) |
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272 | (3) |
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273 | (2) |
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15 An Investigation on Remote Teaching Approaches and The Social Impact of Distance Education |
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275 | (20) |
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275 | (2) |
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277 | (2) |
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279 | (4) |
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15.4 Enhancing Online Meetings via the Use of Screen Sharing |
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283 | (1) |
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15.4.1 Enhance Comprehension |
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283 | (1) |
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15.4.2 Ensures Everyone is on the Same Page |
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283 | (1) |
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15.4.3 Facilitates Team Brainstorming |
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283 | (1) |
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15.4.4 Making a Real Team Effort Out of a Meeting |
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284 | (1) |
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15.4.5 Provides Assistance for People Who are Based Remotely |
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284 | (1) |
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15.5 E-Learning with New Tools and Practices |
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284 | (3) |
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15.6 Societal Effects of Remote Learning |
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287 | (4) |
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15.6.1 Impact of e-Learning on Children and Families |
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287 | (1) |
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15.6.2 Children's Development as a Result of Online Education |
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288 | (1) |
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289 | (1) |
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290 | (1) |
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15.6.5 The Effects of Online Education on Family Life |
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290 | (1) |
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291 | (4) |
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291 | (4) |
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16 Performance and Security Issues Management During Online Classes |
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295 | (26) |
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296 | (6) |
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16.1.1 Network Environment |
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296 | (1) |
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16.1.2 Network Environment in Online Class |
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296 | (1) |
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297 | (1) |
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16.1.4 Security Issues in Online Class |
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297 | (3) |
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16.1.5 Data Encryption Standard |
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300 | (1) |
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300 | (1) |
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16.1.7 Paper Organization |
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301 | (1) |
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302 | (3) |
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16.2.1 Researches in Area of Network Environment in Online Classes |
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302 | (1) |
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16.2.2 Researches in the Field of Cryptographic Security |
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302 | (1) |
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16.2.3 Researches in the Field of Data Compression |
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303 | (2) |
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305 | (1) |
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16.4 Methodology Used in Proposed Work |
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305 | (3) |
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16.4.1 Internal Working of Proposed Work |
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306 | (1) |
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16.4.2 Data Compression Using Huffman Mechanism |
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306 | (1) |
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16.4.3 Comparison of AWS, Azure and Google Based Services |
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306 | (2) |
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308 | (9) |
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16.5.1 Simulation for Time/Error/Packet Size |
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309 | (1) |
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16.5.1.1 Time Consumption |
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309 | (1) |
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310 | (1) |
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311 | (1) |
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16.5.2 MATLAB Simulation for Comparative Analysis of Security |
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312 | (1) |
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312 | (1) |
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16.5.2.2 Brute Force Attack |
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312 | (1) |
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16.5.2.3 Denial of Services |
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313 | (1) |
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16.5.2.4 Application-Level Attack |
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314 | (2) |
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16.5.2.5 Attack by Malicious Insider |
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316 | (1) |
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317 | (1) |
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318 | (3) |
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318 | (3) |
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17 Perceptions of Teachers and Students on the Use of Google Classroom in Teaching-Learning Process |
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321 | (20) |
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321 | (3) |
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324 | (1) |
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17.3 Objectives of the Study |
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325 | (1) |
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17.4 Hypotheses and Research Questions |
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325 | (1) |
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326 | (1) |
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326 | (1) |
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326 | (1) |
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17.5.3 Sample and Sampling Procedure |
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326 | (1) |
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326 | (1) |
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17.5.5 Statistical Techniques |
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327 | (1) |
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17.6 Result and Discussion |
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327 | (10) |
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337 | (1) |
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17.8 Educational Implications |
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337 | (1) |
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338 | (3) |
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338 | (3) |
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18 Critical Review of Computer-Based Technology and Student Engagement |
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341 | (18) |
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341 | (2) |
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343 | (2) |
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18.3 Influence of Technology on Student Engagement |
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345 | (4) |
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345 | (1) |
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346 | (1) |
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346 | (1) |
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18.3.4 Social Networking Sites |
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347 | (1) |
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347 | (1) |
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348 | (1) |
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348 | (1) |
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18.4 Discussion and Implications |
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349 | (2) |
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18.4.1 Methodological Limitations |
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349 | (1) |
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18.4.2 Areas for Future Research |
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350 | (1) |
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18.5 Recommendations for Practice |
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351 | (1) |
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352 | (7) |
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352 | (7) |
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19 Mediated Learning of the Writing Skill via Zoom by EFL Students |
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359 | (12) |
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359 | (1) |
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360 | (2) |
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19.2.1 Cultural Artifacts in Sociocultural Theory |
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360 | (1) |
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361 | (1) |
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362 | (1) |
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362 | (1) |
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19.3.2 Data Collection and Analysis |
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363 | (1) |
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363 | (3) |
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19.4.1 Mediated Learning of the Writing Skill with Peers via Zoom |
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363 | (2) |
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19.4.2 Mediated Learning of the Writing Skill with Instructors via Zoom |
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365 | (1) |
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19.4.3 Mediated Learning of the Writing Skill via Other Features of Zoom |
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366 | (1) |
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19.5 Discussion and Implications |
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366 | (2) |
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368 | (3) |
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368 | (3) |
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20 ICT Tools for Efficient Implementation of Blended and Flipped Learning Models |
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371 | (16) |
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371 | (1) |
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372 | (3) |
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20.2.1 Why Blended Learning? |
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372 | (1) |
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20.2.2 Types of BL Models |
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373 | (1) |
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20.2.3 Roles of Teachers and Learner |
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374 | (1) |
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20.2.4 Blended Learning in Use |
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375 | (1) |
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375 | (4) |
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20.3.1 Types of Flipped Learning |
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376 | (1) |
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20.3.2 Flipped Learning in Use |
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377 | (2) |
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379 | (3) |
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20.4.1 Massive Open Online Course (MOOC) |
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379 | (1) |
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379 | (1) |
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20.4.3 Learning Management System (LMS) |
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380 | (1) |
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380 | (1) |
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20.4.5 G-Suite for Education |
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380 | (1) |
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20.4.6 Microsoft Office 365 for Education |
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381 | (1) |
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20.4.7 Video Recording Apps |
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381 | (1) |
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382 | (1) |
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383 | (4) |
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384 | (3) |
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21 Impact of Information and Communication Technology on Rural Economy: With Special Reference to Uttar Pradesh |
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387 | (14) |
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388 | (1) |
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21.2 ICT and its Linkages with Rural Economy |
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389 | (1) |
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21.3 Infrastructural Facilities |
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390 | (1) |
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391 | (1) |
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21.5 Research Methodology |
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392 | (1) |
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21.6 Objectives of the Study |
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392 | (1) |
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21.7 Hypothesis of the Study |
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392 | (1) |
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21.8 Data Analysis and Interpretation |
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393 | (4) |
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397 | (1) |
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398 | (1) |
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21.11 Future Scope of the Research |
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398 | (3) |
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398 | (3) |
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22 Prioritizing the Critical Success Factors of E-Learning Systems by Using DEMATEL |
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401 | (20) |
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22.1 Introduction and Background |
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401 | (4) |
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22.2 Review of Literature |
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405 | (3) |
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22.2.1 Discussion/Dialogues (Student-Student, Instructor-Student) |
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405 | (1) |
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22.2.2 Course Design/Structure |
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405 | (1) |
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22.2.3 Students' Motivation |
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406 | (1) |
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406 | (1) |
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407 | (1) |
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22.3 Data Inputs and Research Methodology |
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408 | (1) |
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22.4 Discussion of Results |
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409 | (5) |
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22.4.1 Creating Matrix of Direct Effect |
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409 | (1) |
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22.4.2 Normalizing the Matrix of Direct-Influence |
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410 | (1) |
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22.4.3 Preparing the Matrix of the Total-Relation |
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411 | (1) |
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22.4.4 Creating Map of Impact Relationship Among Factors |
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411 | (2) |
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413 | (1) |
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22.5 Conclusion, Recommendations and Scope for Future Research |
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414 | (7) |
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416 | (5) |
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23 Online Education Goes Viral -- A Phantom Over Mental Peace |
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421 | (14) |
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421 | (5) |
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23.1.1 Benefits of `Home Schoolivery' |
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422 | (1) |
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23.1.2 Disparate Impact of E-Learning -- Indirect Discrimination |
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423 | (1) |
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23.1.3 Mental Health -- A Cog in the Wheel |
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424 | (1) |
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23.1.4 Walking Through the Old Lanes |
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424 | (1) |
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23.1.5 Woeful Inadequacy of Resources to Disseminate |
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425 | (1) |
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23.2 Review of Literature |
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426 | (1) |
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23.3 Research Methodology |
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427 | (1) |
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428 | (1) |
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23.4 Analysis and Interpretation |
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|
428 | (1) |
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23.5 Discussion of the Model |
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429 | (4) |
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23.6 Conclusion and Recommendation |
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|
433 | (2) |
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23.6.1 Questions in Pursuit of Answers |
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|
433 | (2) |
References |
|
435 | (2) |
Index |
|
437 | |