VLEs in a Post-COVID World

Once exposed, the COVID-19 pandemic created unprecedented pressure on all sectors causing many temporarily closures and organizations working from home. Daily norms were interrupted and further complicated with the declaration of quarantine curfews worldwide. One major sector which has been greatly impacted is the education sector. Due to the nature of its complicated infrastructure, all stakeholders were heavily affected as the world turned to online learning for solutions. By doing so, many educational institutes were able to continue with their teaching, even with strict social distancing measures in place. Although remote learning is not a new concept in the education sector, it is a new concept in Kuwait. In this chapter, a thorough review is given on the strategy which Kuwait's universities adopted as they prepared for distance learning for the first time throughout the country. Khan's 8-element VLE model will be used as a reference.

Opportunities in Virtual Laboratory Experiments in the Teaching and Learning Process

The teaching and learning process in the laboratory is different from theory classes. The students get better knowledge and understanding of the concept when they perform experiments in the laboratory. The hands-on practice will help the students to remember the concept. However, the lack of facilities and limitations in the laboratory infrastructure may affect the student learning process. In India, few technical institutions lack adequate laboratory facilities, and hence, the government of India has started a new initiative called the virtual laboratory to overcome this issue. The Government of India provided funding to the premier institutions in India to establish virtual laboratory facilities to help the institutions which do not have sophisticated laboratory facilities. The advancement in IT and internet facilities helps this initiative. In this chapter, basics of virtual laboratories, different types of virtual laboratories, impact of virtual laboratories in students learning process, opportunities, and limitations of the virtual laboratories were discussed.

Teaching, Learning, and Assessment During the COVID-19 Pandemic

The COVID pandemic raises several questions in terms of the adaptability of the higher education sector and its readiness to act , while providing the same quality of delivery as face-to-face classes. This mixed method study investigated academic perceptions of the forced change of delivery and the effects on the quality of teaching, learning, and assessment. This study identified that many African academics, though not having formal training in digital pedagogy, rated themselves as more than average in their ability to adopt technology for the online environment. The most effective online tools adopted during this crisis was Zoom and WhatsApp with the LMS tools mostly adopted for assessment purposes. The major factors that affected African students' ability to engage online included lack of access to connectivity and devices, technological competency, and emotional and social factors. The study reinforced the need to consider all the pillars proposed by the Khan framework.

Development of eLearning in the Commonwealth Countries

The Commonwealth is home to 2.4 billion people (almost one-third of the world population). The countries of Commonwealth, 54 in number, are spread across Africa, Asia, the Americas, Europe, and the Pacific. The Commonwealth countries are amongst the world's biggest and smallest states in terms of population and size, with about 32 of them having less than 1.5 million people. Over the years, the Commonwealth countries have emphasized using distance education and technologies to improve access to quality learning opportunities. In this pursuit, online learning or eLearning has been adapted in many Commonwealth countries, although in varying degrees. This chapter provides an overview of eLearning in Commonwealth countries by looking into the developments that emerged as various policies, projects, and practices in the four regions of the Commonwealth (i.e., Commonwealth Africa, Commonwealth Asia, Commonwealth Caribbean, and Commonwealth Pacific).

Design, Development, and Implementation of an E-Learning Course

The researcher implemented an e-learning course at the Faculty of Education in Birzeit University that had been designed and developed years earlier. The researcher's experience as an assistant professor in curriculum and instruction within this university represents a valuable asset which has enabled her to present this research effectively by demonstrating how technological innovation changes the way that universities teach and students learn. The implementation of an e-learning approach within the educational psychology course as a pilot study utilized qualitative methods to investigate the perceptions of students regarding the quality of online education, based on their own online learning experiences. Interviews were conducted with five students. Various digital documents were collected. Positive and negative experiences of students were examined. Factors that contribute to those experiences were also identified.

Opportunities and Challenges of E-Learning in Turkey

The distance education models are being improved and implemented gradually due to the known effect of technology in daily life. One of the developed models is the eight dimensional e-learning framework to maintain opportunity equality with the aspect of every time and everywhere education. Many developing and developed countries pay attention to this model. It is considered quite successful since it emphasizes pedagogical dimensions, while taking into account all aspects of education in an integrated manner. From this point of view, the new education models will be mentioned at first, then the applications in Turkey will be emphasized to grip the progress about e-learning in this chapter. Thus, the reflections of the local dynamics applied to education while meeting global requirements can be seen clearly.

Examining Social, Personal, and Technological Factors Influencing Student's ICT Usage

The study examines the influence various social, psychological, and technological factors on student ICT usage motives in general and in particular e-learning using a Kashmiri university student sample (n=704). Based on the correlation analysis, it was revealed that three components of digital access (physical access, autonomy and support, and use efficacy) are positively correlated with ICT usage. Moreover, student alienation was negatively correlated with educational and capital enhancing use of ICT. Influence of gender, socio-economic status, and residential background was also analysed. The findings highlight that student ICT usage motives are significantly influenced by underlying social, personal, and technological factors. The chapter highlights that various forms of digital divides need to be seriously mitigated for successful implementation of e-learning framework in the context of higher education.

Opportunities and Challenges of E-Learning in North America

The purpose of this chapter is to report the current trends, opportunities, and challenges of e-learning in academic institutions located in North America. A narrative review of the published studies that investigated e-learning is reported. Discussion and analysis of literature are themed according to the dimensions of e-learning reported in the “e-learning framework.” Annually there is an increase in the number of students enrolled in online courses in North America. E-learning offers many opportunities for self-motivated learners. Academic institutions have started updating their curriculums by employing more teaching-integrated technologies and e-learning into the learning pedagogy.

Opportunities and Challenges of E-Learning in South Asia

Education in Asia has been considered as a source of utmost precedence and opportunity for socio-economic development in every stratum of society. The inexorable approach has given birth to an instructive plethora that is impracticable for the conventional system to cover. The initiation of education over the internet appeared as an elucidation, but the same has been unable to completely eradicate the dual competencies of accentuating needs and quickly transforming didactic matter. The present technological advancement in terms of learning has made a huge impact on convenience, suitability, affordability, and profusion; however, it lacks in certain crucial areas. This study aims to contemplate about the prospects and obstacles faced by the South Asian countries with special reference to India. It also examines the relevance and expansion of e-learning during the moment of COVID-19 when physical interaction is strictly avoided.

Opportunities and Challenges of E-Learning in Spanish Institutions of Higher Education

The global health crisis caused by COVID-19 led to the confinement of millions of people all over the world and generated an unprecedented global alarm. A consequence of the confinement was the suspension of face-to-face educational activity in all centres and levels of education, and the adoption of online modality. The aim of the chapter is to facilitate the understanding of the learning framework in online contexts and to explains some of the e-learning practices carried out by the University of Salamanca along the 2019-2020 academic year. It also offers a compilation of the strategies and lines of actions adopted by the university for the next academic year to guarantee the quality of the teaching learning process, to reinforce the technological equipment and telematic networks, to carry out a strong digital transformation of the institution, to bridge the digital divide, and to implement a training programme for teachers and students.