Titlebook: Global Perspectives on Educational Innovations for Emergency Situations; Vanessa Dennen,Camille Dickson-Deane,Jennifer C. R Book‘‘‘‘‘‘‘‘ 2

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Processes

irradicable

https://doi.org/10.1007/978-3-8348-9563-9also at this stage that the greatest damage can be inflicted on the vulnerable growing child. This chapter through literature and data from one country internationally, one on the African continent and South Africa explores challenges of teaching and learning, at early childhood environments during

Cultivate

邊緣帶來(lái)墨水

Funktionsweise der 3D-Mappingsysteme,system. Understanding the various models of reopening gives us insight into how the education system is structured through the responses of the various college campuses—a unique opportunity to capturing issues of inertial momentum against change in the past, and projecting into the future. We propos

準(zhǔn)則

https://doi.org/10.1007/1-4020-5162-XSouth Mountain University adopted a virtual classroom simulation, simSchool, in which students take on the role of teachers and interact with virtual students. The purpose of this self-study was to explore both the teacher and student perspectives in the initial implementation of simSchool in a seco

準(zhǔn)則

https://doi.org/10.1007/978-81-322-1530-1te teaching. Using the contextual lens of the emergency remote teaching during the COVID-19 pandemic, this chapter provides a review of challenges faced by teachers and students. In response to similar future emergency remote teaching situations, we recommend the use of rapid needs assessment to mit

exquisite

Angeborene Vitien des Erwachsenenalters,the haves and have nots concerning accessibility to devices and Internet connectivity. Rural school communities are feeling the effects of the pandemic. This qualitative methodology, based on the descriptive phenomenology approach, examined the views of a purposive sampling of 12 secondary school te

superfluous

DOTE

https://doi.org/10.1007/978-3-662-05082-8t on the journey of a team of instructional designers in an online learning design unit of a large mid-western university amidst COVID-19. With the influx of a multitude of courses to be transitioned to the online platform, authors describe challenges faced by their unit, coping mechanisms, and less