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Redefining Virtual Teaching Learning Pedagogy [Kietas viršelis]

Edited by (Chitkara University, Punjab, India), Edited by (Maharishi Markandeshwar University, Ambala, India), Edited by (University of South Australia, Australia; University of East London,), Edited by (Vaish College of Engineering, Rohtak, India), Edited by (Indira Gandhi University)
  • Formatas: Hardback, 464 pages, weight: 1061 g
  • Išleidimo metai: 17-Feb-2023
  • Leidėjas: Wiley-Scrivener
  • ISBN-10: 1119867584
  • ISBN-13: 9781119867586
Kitos knygos pagal šią temą:
  • Formatas: Hardback, 464 pages, weight: 1061 g
  • Išleidimo metai: 17-Feb-2023
  • Leidėjas: Wiley-Scrivener
  • ISBN-10: 1119867584
  • ISBN-13: 9781119867586
Kitos knygos pagal šią temą:
Redefining Virtual Teaching Learning Pedagogy Online education is now a growing and critical piece of modern-day infrastructure and this book details how virtual teaching and learning can continue to be transformed through leveraging digital platforms.

In the current technology-driven era, education systems are undergoing major changes by adopting advanced digital education strategies. Schools, colleges, and universities around the world have swiftly switched to online delivery modes. Students are learning via new platforms and the use of narrated lectures, podcasts, online quizzes, and other e-learning materials has increased. Virtual learning improves the educational experience, transforms teaching and learning, and provides rich, diverse, and flexible learning opportunities for the digital generation. It also makes students able to gain, share and verify knowledge through different sources such as social media communities, blogging, web-based content writing, video-based learning, etc.

The main focus of Redefining Virtual Teaching Learning Pedagogy is to bring together leading academic scientists, researchers, and research scholars to exchange and share their experiences and results on all aspects of virtual learning and teaching. The chapters mainly focus on 6 critical areas of virtual teaching and learning:





Curriculum and learning objectives Learning materials Pedagogic processes Classroom assessment frameworks Teacher support in the classrooms School leadership and management development.

Audience

Educators, researchers, academicians, entrepreneurs, and corporate professionals will gain knowledge and be updated about the role & future of virtual teaching and learning and the latest digital tools used for that purpose.
Preface xvii
1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type
1(16)
Edwin Hernan Ramirez-Asis
K.P. Jaheer Mukthar
Rosario Margarita Yslado-Mendez
Nelson Francisco Cruz Castillo
Martha Esther Guerra-Munoz
Guillermo Napoleon Pelaez-Diaz
1.1 Introduction
2(1)
1.2 Review of Related Literature
3(3)
1.2.1 Personality Types
3(1)
1.2.2 Academic Burnout
4(1)
1.2.3 Variables Associated with Academic Burnout
4(1)
1.2.4 Variables of the Academic Context
5(1)
1.2.5 Environmental and/or Social Context
5(1)
1.2.6 Intrapersonal Variables
5(1)
1.3 Method
6(1)
1.4 Results
7(5)
1.4.1 Model Measurement
7(1)
1.4.2 Convergent Validity
7(1)
1.4.3 Discriminant Validity
8(3)
1.4.4 Cross Loads
11(1)
1.4.5 Structural Model
12(1)
1.5 Discussion
12(1)
1.6 Conclusion
13(4)
References
14(3)
2 Virtual Classroom Platform Development
17(18)
B. G. Kodge
2.1 Introduction
17(4)
2.1.1 Free and Open Source Software
18(1)
2.1.2 Review of Literature
18(2)
2.1.3 Methodology
20(1)
2.2 User Login/Registration Processes
21(2)
2.2.1 Students' Registration Process
21(1)
2.2.2 Teachers' Registration Process
21(2)
2.2.3 Administrator's Registration
23(1)
2.3 Students E-Classroom
23(4)
2.4 Teacher's Control Panel
27(1)
2.5 Administrators Control Panel
28(1)
2.6 Live Videos Sessions
29(1)
2.7 Online Examinations
30(3)
2.7.1 Examination Login
30(1)
2.7.2 Start Examination
31(1)
2.7.3 Examination Page
32(1)
2.8 Conclusion
33(2)
References
33(2)
3 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India
35(24)
Suhel Sen
Asutosh Goswami
3.1 Introduction
36(4)
3.1.1 Scenario of COVID-19 Situation in West Bengal
37(3)
3.2 Materials and Methods
40(2)
3.2.1 Basic Principles of Quantitative Strategic Planning Matrix (QSPM)
41(1)
3.3 Results and Discussion
42(1)
3.3.1 Various Applications Used for Online Teaching
42(1)
3.3.1.1 Google Meet
42(1)
3.3.1.2 Zoom
43(1)
3.3.1.3 Cisco Webex
43(1)
3.4 SWOT Analysis of Online Education in Kolkata
43(13)
3.4.1 Strengths
43(2)
3.4.2 Weakness
45(1)
3.4.3 Opportunity
46(2)
3.4.4 Threats
48(8)
3.5 Conclusion
56(3)
References
57(2)
4 New Age Teaching Pedagogy: Innovative Teaching Methods and their Impact on Educational Performance of the Students
59(16)
Anoop Pandey
Mehak Mittal
Kamal Ahmad
Vaibhav Sharma
4.1 Introduction
60(1)
4.2 Teaching Pedagogy
61(1)
4.3 Teacher Education in India
61(1)
4.4 Modern Innovative Teaching Pedagogy
62(2)
4.5 New Age Teaching Pedagogy: Need of the Hour
64(2)
4.5.1 Transition
65(1)
4.5.2 Technology
65(1)
4.5.3 Innovative Tools
66(1)
4.5.4 Training
66(1)
4.5.5 Touch
66(1)
4.6 Modern New Age Teaching Pedagogy
66(3)
4.6.1 Learning by Design
66(1)
4.6.2 Constructivism
66(1)
4.6.3 Interactive Learning Environment
67(1)
4.6.4 Collaborative Learning Environment
67(1)
4.6.5 Spaced Learning Environment
67(1)
4.6.6 Flipped Classroom Learning
67(1)
4.6.7 Self-Learning
68(1)
4.6.8 Gamification
68(1)
4.6.9 Real-World Learning
68(1)
4.6.10 Relationship Learning
68(1)
4.6.11 Cross-Over Teaching and Learning
69(1)
4.7 Modern Innovative Tools
69(2)
4.7.1 Multimedia Learning
69(1)
4.7.2 Mind Mapping
69(1)
4.7.3 Chunking Strategy Learning
70(1)
4.7.4 Virtual Reality Learning
70(1)
4.7.5 Z to A Learning
70(1)
4.7.6 Mnemonics Approach
70(1)
4.7.7 Role Play
70(1)
4.8 Conclusion
71(4)
References
72(3)
5 Efficacy of V-Lab for Engineering Students during COVID-19
75(22)
J. Shiny Duela
A. Umamageswari
K. Raja
S. Suresh
5.1 Introduction
75(1)
5.2 Materials and Methods: Sources and Importance of E-Learning and E-Teaching
76(8)
5.2.1 Digital Platforms for Online Teaching
77(3)
5.2.2 Virtual Platforms for Conducting Laboratory Online
80(1)
5.2.2.1 Virtual Lab: An MHRD Initiative
81(1)
5.2.2.2 Biotechnology and Biomedical Engineering Virtual Labs
81(1)
5.2.2.3 Virtual Lab for Computer Science
82(1)
5.2.3 Collaborative Learning Environs and Computer Models
82(1)
5.2.3.1 OLabs
83(1)
5.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India
84(1)
5.4 Methodology
84(3)
5.4.1 Objectives
84(1)
5.4.2 Hypotheses
85(1)
5.4.3 Research Design
85(1)
5.4.4 Data Collection
85(1)
5.4.5 Data Description and Sampling Plan
86(1)
5.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders
87(2)
5.5.1 Overall Interpretation
89(1)
5.6 Findings and Discussions
89(2)
5.7 Performance Assessment
91(3)
5.7.1 Access Time and Number of Trials
91(3)
5.7.2 Quality of Content Delivery
94(1)
5.8 Conclusion
94(3)
References
94(3)
6 Significance of e-Learning in Indian Modern Higher Education System: A Review
97(14)
Pooja Chaturvedi Sharma
Anoop Pandey
6.1 Introduction
97(2)
6.2 Review of Literature
99(8)
6.2.1 E-Learning
100(1)
6.2.2 Learning Shift Toward Online
100(2)
6.2.3 E-Learning-Related Studies
102(1)
6.2.4 Importance of e-Learning
103(1)
6.2.5 Barriers or Disadvantages of e-Learning
103(1)
6.2.6 E-Learning and Higher Education
103(4)
6.3 Conclusion
107(4)
References
107(4)
7 Homeschooling: A Case Study Based on Delhi, India
111(24)
Neeru Sidana
Chitra Pandey
7.1 Introduction
111(3)
7.2 Data Collection and Methodology
114(1)
7.3 Literature Review
115(5)
7.4 Data Analysis and Major Findings
120(4)
7.5 Survey
124(3)
7.5.1 Area
124(1)
7.5.2 Income Distribution
124(1)
7.5.3 Education Qualification
124(1)
7.5.4 Earning Member of Family
125(1)
7.5.5 Awareness About Homeschooling
125(1)
7.5.6 Likeliness to Adopt Homeschooling
126(1)
7.6 Policy Recommendations
127(1)
7.7 Regulation of Homeschooling in the USA
128(1)
7.8 Regulation of Homeschooling in the UK
128(1)
7.9 Roadmap for India
129(1)
7.10 Conclusion
129(1)
7.11 Challenges and Recommendations
130(5)
References
131(4)
8 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance
135(20)
Shalini Wadhwa
Mahendra Parihar
8.1 Introduction
135(4)
8.1.1 Reasons for Undertaking Current Study and Methodology Adopted
139(1)
8.2 Sample and Population
139(1)
8.3 Findings of the Study
140(11)
8.3.1 Findings Related to Objective 1
140(1)
8.3.1.1 Hypothesis Testing
140(7)
8.3.2 Findings Related to Objective 2
147(1)
8.3.3 Findings Related to Objective 3
147(1)
8.3.3.1 Major Challenges in Online Mode of Teaching
147(1)
8.3.3.2 Effectiveness of Teaching Methods
148(3)
8.4 Discussion Based on the Study
151(1)
8.5 Conclusion
151(4)
References
152(3)
9 Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges
155(14)
Manoj Kumar
Pradeep Mamgain
9.1 Introduction
156(1)
9.1.1 Purpose of the
Chapter
157(1)
9.2 Generation Z Behavioral Feature
157(1)
9.3 Video-Based Learning Motives (VBLM)
158(2)
9.4 Video-Based Learning Platform
160(2)
9.5 Teachers Role Transformation
162(2)
9.6 Conclusion
164(1)
9.7 Limitation and Further Research Scope
164(5)
References
165(4)
10 Quantitative Monitoring and Analysis of Rare Symptoms of COVID-19 Infection: Application of a Text and Citation Management Software as a Tool
169(16)
Surajit Debnath
10.1 Introduction: The COVID Pandemic
169(1)
10.2 Materials and Methods
170(5)
10.2.1 REVMAN Software
170(1)
10.2.2 Data Input Pane
171(1)
10.2.3 Systematic Application of REVMAN on COVID 19 Rare Symptoms
171(1)
10.2.4 Database Scrutiny
171(1)
10.2.5 Combining BOOLEAN and MeSH Terms for Optimizing the Application Software
171(1)
10.2.6 Secondary Data on Rare Symptoms of COVID-19
172(1)
10.2.7 Data Extraction
172(1)
10.2.8 Systematic Analysis
173(1)
10.2.9 Statistical Analysis
174(1)
10.3 Results and Discussion
175(5)
10.4 Conclusion
180(5)
References
180(5)
11 Role and Impact of ICT on Rapidly Advancing New Age Teaching Pedagogy in Higher Educational Institutions in Oman
185(18)
Rubina Ashmi Nabin
11.1 Introduction
186(1)
11.1.1 Evolution of ICT in the Field of Higher Education in Oman
186(1)
11.1.2 ICT Tools Used for Teaching
186(1)
11.2 ICT Methodologies Adopted for Teaching
186(1)
11.3 Gaps Between Deliverables and Delivered
187(1)
11.3.1 Types of Gaps
188(1)
11.3.2 Product/Market Gap
188(1)
11.3.3 Performance Gap
188(1)
11.3.4 Manpower Gap
188(1)
11.4 Causes of the Technological Gaps
188(1)
11.5 Ways to Fill in the Gaps
189(4)
11.5.1 SWOT Analysis
189(1)
11.5.2 Fishbone -- Cause and Effect Analysis of ICT in Education
190(1)
11.5.2.1 Language Barriers
190(1)
11.5.2.2 Ease of Access
191(1)
11.5.2.3 Privacy
191(1)
11.5.2.4 Technology
191(1)
11.5.3 McKinsey 7S Model
192(1)
11.6 ICT Training
193(1)
11.7 Importance of ICT Training in the Field of Education
193(1)
11.8 Updating ICT from Time to Time and Means of Growth in the Field of Education
193(1)
11.9 People Involved to be Trained for ICT
193(1)
11.10 Adapting to Changes
193(1)
11.11 Institutional Changes and ICT in Teaching
194(1)
11.12 Global Changes and ICT in Teaching
194(1)
11.13 Nationwide Changes and ICT in Teaching
194(1)
11.14 Climatic Changes and ICT in Teaching
194(1)
11.15 Types of Teaching Using ICT in Higher Educational Institutions
195(1)
11.15.1 On Campus Teaching
195(1)
11.15.2 Online Teaching
195(1)
11.15.3 Blended or Hybrid Mode Teaching
195(1)
11.15.3.1 Understanding Blended Learning
195(1)
11.15.3.2 Measures to be Followed in Order to Ensure Effective Blended Learning
195(1)
11.16 Analysis of ICT
195(1)
11.17 People that Use ICT in the Field of Education
196(3)
11.17.1 Teachers and their Use of ICT
196(1)
11.17.2 Students and their Use of ICT
197(1)
11.17.3 Department Heads and their Use of ICT
198(1)
11.17.4 IT Support and their Use of ICT
198(1)
11.18 Ease of Use of ICT
199(1)
11.19 Problems Encountered During ICT-Based Class
199(1)
11.19.1 Technical Problems
199(1)
11.19.2 Non-Technical Problems
200(1)
11.20 Recommendations
200(1)
11.21 Conclusion
201(2)
References
201(2)
12 Digital Tools for Interactive E-Content Development
203(28)
Raja Kannusamy
12.1 Introduction
204(1)
12.2 Digital Learning
204(1)
12.3 Theories of Learning
205(1)
12.4 HTML5 Package (H5P)
206(22)
12.4.1 Course Presentation
207(4)
12.4.2 Branching Scenario
211(5)
12.4.3 Interactive Video
216(4)
12.4.4 Slack
220(1)
12.4.5 Camtasia
221(1)
12.4.6 Accordion
221(1)
12.4.7 Agamotto
222(1)
12.4.8 Documentation Tool
222(3)
12.4.9 Image Hotspots
225(1)
12.4.10 Image Juxtaposition
226(1)
12.4.11 Image Sequencing
227(1)
12.4.12 Interactive Book
227(1)
12.5 Conclusion
228(3)
References
229(2)
13 Analysis of Changing Landscape of Virtual Learning in India
231(22)
S. Dheva Rajan
M. G. Fajlul Kareem
13.1 Introduction
232(1)
13.2 Affecting Elements in Organizations
232(6)
13.3 Dealing with Exceptional Youngsters
238(2)
13.4 ICT Tools in VL for Flipped, Blended Learning and its Pitfalls
240(6)
13.5 Conclusion, Further Discussion and Recommendations
246(7)
References
249(4)
14 The Real-Time Problems and Solutions in Online Classes for Students and Parents
253(22)
P. Gayathiri
14.1 Introduction
253(2)
14.2 Objectives
255(1)
14.3 Problem Definition
256(1)
14.4 Contribution
256(1)
14.5 Related Methods
257(2)
14.6 Methodology
259(4)
14.6.1 Data Collection
262(1)
14.7 Results and Discussion
263(6)
14.7.1 Student Survey Report
263(2)
14.7.2 Parent Survey Report
265(4)
14.8 Advantages and Disadvantages of Online Classes
269(3)
14.8.1 Advantages of Online Classes
269(1)
14.8.2 Disadvantages of Online Classes
269(3)
14.9 Conclusion
272(3)
References
273(2)
15 An Investigation on Remote Teaching Approaches and The Social Impact of Distance Education
275(20)
Parul Dubey
Pushkar Dubey
Kailash Kumar Sahu
15.1 Introduction
275(2)
15.2 Literature Review
277(2)
15.3 Online Classes
279(4)
15.4 Enhancing Online Meetings via the Use of Screen Sharing
283(1)
15.4.1 Enhance Comprehension
283(1)
15.4.2 Ensures Everyone is on the Same Page
283(1)
15.4.3 Facilitates Team Brainstorming
283(1)
15.4.4 Making a Real Team Effort Out of a Meeting
284(1)
15.4.5 Provides Assistance for People Who are Based Remotely
284(1)
15.5 E-Learning with New Tools and Practices
284(3)
15.6 Societal Effects of Remote Learning
287(4)
15.6.1 Impact of e-Learning on Children and Families
287(1)
15.6.2 Children's Development as a Result of Online Education
288(1)
15.6.3 Social Growth
289(1)
15.6.4 Emotional Issues
290(1)
15.6.5 The Effects of Online Education on Family Life
290(1)
15.7 Conclusion
291(4)
References
291(4)
16 Performance and Security Issues Management During Online Classes
295(26)
Ashu Tomar
Vandana B. Patil
M. Raja
Anagha Mahajan
Shubhendu Shekher Shukla
16.1 Introduction
296(6)
16.1.1 Network Environment
296(1)
16.1.2 Network Environment in Online Class
296(1)
16.1.3 Challenges
297(1)
16.1.4 Security Issues in Online Class
297(3)
16.1.5 Data Encryption Standard
300(1)
16.1.6 Huffman Coding
300(1)
16.1.7 Paper Organization
301(1)
16.2 Related Work
302(3)
16.2.1 Researches in Area of Network Environment in Online Classes
302(1)
16.2.2 Researches in the Field of Cryptographic Security
302(1)
16.2.3 Researches in the Field of Data Compression
303(2)
16.3 Problem Statements
305(1)
16.4 Methodology Used in Proposed Work
305(3)
16.4.1 Internal Working of Proposed Work
306(1)
16.4.2 Data Compression Using Huffman Mechanism
306(1)
16.4.3 Comparison of AWS, Azure and Google Based Services
306(2)
16.5 Implementation
308(9)
16.5.1 Simulation for Time/Error/Packet Size
309(1)
16.5.1.1 Time Consumption
309(1)
16.5.1.2 Error Rate
310(1)
16.5.1.3 Packet Size
311(1)
16.5.2 MATLAB Simulation for Comparative Analysis of Security
312(1)
16.5.2.1 Man in Middle
312(1)
16.5.2.2 Brute Force Attack
312(1)
16.5.2.3 Denial of Services
313(1)
16.5.2.4 Application-Level Attack
314(2)
16.5.2.5 Attack by Malicious Insider
316(1)
16.6 Conclusions
317(1)
16.7 Scope of Research
318(3)
References
318(3)
17 Perceptions of Teachers and Students on the Use of Google Classroom in Teaching-Learning Process
321(20)
Subhadip Das
Santosh Kumar Behera
17.1 Introduction
321(3)
17.2 Literature Review
324(1)
17.3 Objectives of the Study
325(1)
17.4 Hypotheses and Research Questions
325(1)
17.5 Methodology
326(1)
17.5.1 Delimitations
326(1)
17.5.2 Population
326(1)
17.5.3 Sample and Sampling Procedure
326(1)
17.5.4 Instrument
326(1)
17.5.5 Statistical Techniques
327(1)
17.6 Result and Discussion
327(10)
17.7 Limitations
337(1)
17.8 Educational Implications
337(1)
17.9 Conclusion
338(3)
References
338(3)
18 Critical Review of Computer-Based Technology and Student Engagement
341(18)
Ankita Pathak
Sunil Mishra
18.1 Introduction
341(2)
18.2 Student Engagement
343(2)
18.3 Influence of Technology on Student Engagement
345(4)
18.3.1 Web-Conferencing
345(1)
18.3.2 Blogs
346(1)
18.3.3 Wikis
346(1)
18.3.4 Social Networking Sites
347(1)
18.3.5 Facebook
347(1)
18.3.6 Twitter
348(1)
18.3.7 Digital Games
348(1)
18.4 Discussion and Implications
349(2)
18.4.1 Methodological Limitations
349(1)
18.4.2 Areas for Future Research
350(1)
18.5 Recommendations for Practice
351(1)
18.6 Conclusion
352(7)
References
352(7)
19 Mediated Learning of the Writing Skill via Zoom by EFL Students
359(12)
Le Pham Hoai Huong
19.1 Introduction
359(1)
19.2 Literature Review
360(2)
19.2.1 Cultural Artifacts in Sociocultural Theory
360(1)
19.2.2 Previous Studies
361(1)
19.3 Methodology
362(1)
19.3.1 The Participants
362(1)
19.3.2 Data Collection and Analysis
363(1)
19.4 Findings
363(3)
19.4.1 Mediated Learning of the Writing Skill with Peers via Zoom
363(2)
19.4.2 Mediated Learning of the Writing Skill with Instructors via Zoom
365(1)
19.4.3 Mediated Learning of the Writing Skill via Other Features of Zoom
366(1)
19.5 Discussion and Implications
366(2)
19.6 Conclusion
368(3)
References
368(3)
20 ICT Tools for Efficient Implementation of Blended and Flipped Learning Models
371(16)
C. K. Raghavendra
M. Madhuri
20.1 Introduction
371(1)
20.2 Blended Learning
372(3)
20.2.1 Why Blended Learning?
372(1)
20.2.2 Types of BL Models
373(1)
20.2.3 Roles of Teachers and Learner
374(1)
20.2.4 Blended Learning in Use
375(1)
20.3 Flipped Learning
375(4)
20.3.1 Types of Flipped Learning
376(1)
20.3.2 Flipped Learning in Use
377(2)
20.4 ICT Tools
379(3)
20.4.1 Massive Open Online Course (MOOC)
379(1)
20.4.2 SWAYAM
379(1)
20.4.3 Learning Management System (LMS)
380(1)
20.4.4 Virtual Labs (VL)
380(1)
20.4.5 G-Suite for Education
380(1)
20.4.6 Microsoft Office 365 for Education
381(1)
20.4.7 Video Recording Apps
381(1)
20.5 Challenges
382(1)
20.6 Conclusion
383(4)
References
384(3)
21 Impact of Information and Communication Technology on Rural Economy: With Special Reference to Uttar Pradesh
387(14)
Aman Roshan
V. C. Sharma
Ram Singh
21.1 Introduction
388(1)
21.2 ICT and its Linkages with Rural Economy
389(1)
21.3 Infrastructural Facilities
390(1)
21.4 Need of the Study
391(1)
21.5 Research Methodology
392(1)
21.6 Objectives of the Study
392(1)
21.7 Hypothesis of the Study
392(1)
21.8 Data Analysis and Interpretation
393(4)
21.9 Conclusion
397(1)
21.10 Limitations
398(1)
21.11 Future Scope of the Research
398(3)
References
398(3)
22 Prioritizing the Critical Success Factors of E-Learning Systems by Using DEMATEL
401(20)
Kiran Mehta
Renuka Sharma
22.1 Introduction and Background
401(4)
22.2 Review of Literature
405(3)
22.2.1 Discussion/Dialogues (Student-Student, Instructor-Student)
405(1)
22.2.2 Course Design/Structure
405(1)
22.2.3 Students' Motivation
406(1)
22.2.4 Instructor
406(1)
22.2.5 Self-Regulation
407(1)
22.3 Data Inputs and Research Methodology
408(1)
22.4 Discussion of Results
409(5)
22.4.1 Creating Matrix of Direct Effect
409(1)
22.4.2 Normalizing the Matrix of Direct-Influence
410(1)
22.4.3 Preparing the Matrix of the Total-Relation
411(1)
22.4.4 Creating Map of Impact Relationship Among Factors
411(2)
22.4.5 Cause and Effect
413(1)
22.5 Conclusion, Recommendations and Scope for Future Research
414(7)
References
416(5)
23 Online Education Goes Viral -- A Phantom Over Mental Peace
421(14)
Lovleen Gupta
Srishti Jain
Abhin Narula
23.1 Introduction
421(5)
23.1.1 Benefits of `Home Schoolivery'
422(1)
23.1.2 Disparate Impact of E-Learning -- Indirect Discrimination
423(1)
23.1.3 Mental Health -- A Cog in the Wheel
424(1)
23.1.4 Walking Through the Old Lanes
424(1)
23.1.5 Woeful Inadequacy of Resources to Disseminate
425(1)
23.2 Review of Literature
426(1)
23.3 Research Methodology
427(1)
23.3.1 Objective
428(1)
23.4 Analysis and Interpretation
428(1)
23.5 Discussion of the Model
429(4)
23.6 Conclusion and Recommendation
433(2)
23.6.1 Questions in Pursuit of Answers
433(2)
References 435(2)
Index 437
Rohit Bansal, PhD, is an associate professor in the Department of Management Studies, Vaish College of Engineering, Rohtak, India. He has authored and edited 18 books as well as more than 120 research papers in journals. His areas of interest include marketing management, human resource management, virtual learning, organizational behavior, and services marketing.

Ram Singh, PhD, is a professor at MM Institute of Management, Maharishi Markandeshwar University, Ambala, India. Dr. Singh has a teaching experience of 10 years at the UG & PG level. He has published 5 books and more than 20 research papers & articles in peer-reviewed journals. He has vast experience in teaching virtual learning and financial management.

Amandeep Singh, PhD, is a professor at Chitkara Business School, Chitkara University, Punjab, India. His main areas of research are marketing and virtual learning pedagogy. He has served as Dean/Principal at various reputed universities and colleges. He has published about 50 research papers in various journals and conferences and edited 3 books.

Kuldeep Chaudhary, PhD, is an assistant professor in the Department of Management, Indira Gandhi University. His areas of interest in teaching and research include digital marketing, brand management, e-learning, and service marketing. He has authored a book on brand management and edited two books on select contemporary topics of marketing management. He has authored twenty-two research papers and articles.

Tareq Rasul, PhD, is a senior lecturer, Australian Institute of Business (AIB), Australia. He holds a doctorate in marketing from the University of South Australia, Australia and an MBA from the University of East London, United Kingdom. To date, he has published around 50 peer-reviewed journal articles, conference papers, and book chapters.