Detailed Table of Contents
Preface ................................................................................................................xiii
Chapter 1
The Pedagogy of Distance Education ....................................................................1
Şenol Orakcı, Aksaray University, Turkey
Savaş Karagöz, Aksaray University, Turkey
The aim of this chapter is to examine and assess distance education, purpose
and requirements of distance education, basic principles in the effective use of
distance education, the role of teacher and student in distance education, material
in distance education, and measurement and evaluation in distance education. It
also aims at determining learning theories in distance education technology such as
behavioral learning theory, cognitive learning theory, constructivist learning theory,
adult education theory, theory of independent study, autonomy theory, theory of
industrialization of teaching, connectivism learning theory, and interaction and
communication theory. In the last part of the chapter, technology-supported education
methods such as interactive video, teleconferencing systems, cloud technology,
virtual reality, and web-based (online) training were explained in detail.
Chapter 2
Online Education in Industry 5.0 .........................................................................22
Prasad G., Dayananda Sagar University, India
Higher education in the modern era is gradually changing. Students from lecture
rooms are rapidly volunteering into the digital world of the internet, embracing
technologies like the distant learning with unique pedagogy. Education, to educate
future citizens to operate in the field of resource sharing, will need to undergo further
adaptive changes. Flexibility of location and time, personalization of the offer,
collaboration, and adaptability are all trends of techniques and tools. This research
work has been carried as a contribution towards the goals of National Education
Policy 2020 framework proposed by Government of India. To equip citizens to
engage in and benefit from the increasingly connected virtual and physical worlds,
together with the rising need for information alongside limited time resources, higher
education will be dynamic.
Chapter 3
Developing Digital Presence for the Online Learning Environment: A Focus
on Digital AVC ....................................................................................................36
Jennifer Ashley Bowens, GOAL High School, USA
Digital AVC (which stands for accessibility, voice, and consistency) is a threetiered system that helps teachers develop a digital presence in their online or hybrid
classrooms. Online educators need to be able to utilize the technology available to
them to intentionally create an online presence that is both appealing and inviting
to students so that students are more interested in interacting with their online class
and learning materials. This chapter explains how educators can create an online
presence that makes students feel connected, valued, and interested in engaging
in the classroom material through a more intentional focus on their own digital
accessibility, digital voice, and digital consistency.
Chapter 4
Developing a Positive Culture in the Online Classroom......................................55
Kristen Carlson, Minnesota State University, Moorhead, USA
The mission of this chapter is to provide principals and teachers with an understanding
of how to create a positive learning culture within an online classroom through
utilization of the engagement triangle: students, teachers/school staff, and outside
community members. The chapter introduces student agency through online
instructional strategies and techniques for teachers to increase student motivation.
Further, assessment practices are addressed in ways that can add to a positive
classroom culture. At the end of the chapter, case study scenarios and reflective
questions will be shared for practicing P-12 teachers to consider when designing
learning opportunities in their online courses.
Chapter 5
Assessing Student Learning in Online and Hybrid Classrooms ..........................73
Gökhan Kayır, Ministry of National Education, Aarburg, Switzerland
Education systems and methods are shaped according to the needs of societies
and technology. Today, technological possibilities bring about deep and radical
changes in every field. With the educational environments becoming computeraided and online, the measurement and evaluation of student achievement had to
be computer-assisted and online. The purpose of this chapter is to provide the basic
logic of computer-based measurement and evaluation and to explain the methods.
Computer-based assessment and evaluation have many benefits for students, teachers,
and institutions. While the advantages include continuous monitoring of students,
low cost, and rapid and equal access to many students at the same time, it is seen
as a disadvantage that students have the opportunity to cheat and get outside help.
Chapter 6
Online and Hybrid Student Engagement: A Duoethnography With EdTech ......96
Devery J. Rodgers, California State University, Long Beach, USA
Alvaro Brito, Boise State University, USA
Virtual hybrid education is challenging for the average educator and less known with
the additional stresses of emergency remote education. In most cases, educators rely
on trial-and-error to determine what works best in online and hybrid instruction.
Through this applied research, two education technology specialists engage in a
duoethnography of their support over the 2020-2021 pandemic year. Having assisted
hundreds of educators in an urban K12 school district with online and hybrid
engagement practices, this study answers the question, “How can technology help
facilitate student engagement in online and hybrid environments?” This chapter is
built from narrative analysis and provides research-based and practitioner-focused
promising practice techniques and real-world solutions to educators in building and
maintaining a positive digital culture.
Chapter 7
Effective Methods of Teaching Asynchronous Classes .....................................123
Juliana M. Namada, United State International University Africa, Kenya
Asynchronous e-learning has been popularized by the onset and rapid spread of the
COVID-19 pandemic. This is because this approach of e-learning speaks to social
distancing which is a key element in controlling the spread of the coronavirus.
This chapter starts by defining asynchronous e-learning and contrasting it with the
synchronous approach. It progresses into identifying and discussing different digital
tools used in asynchronous e-learning among them threaded discussion forums,
recorded live events, documented cases, emails, blogs, wikis, and reflective journals.
The chapter describes interactive, mediated, active, and collaborative learning as
some of the key strategies used in asynchronous e-learning. It proceeds to explain
the principles used in the development of asynchronous content together with
highlighting best practice in effective asynchronous teaching. The chapter ends by
identifying some of the key challenges associated with asynchronous e-learning and
suggests mitigation strategies for dealing with the challenges.
Chapter 8
An Investigation of Pre-Service Teachers’ Self-Regulated Learning Levels in
Terms of Various Variables................................................................................150
Şenol Orakcı, Aksaray University, Turkey
Mehmet Durnali, Bülent Ecevit University, Turkey
Online education is one of the most dynamic and enriched forms of learning
available today. The aim of the present study is to reveal the self-regulated learning
levels of pre-service teacher and to determine whether these levels change in terms
of their gender and class. The sample of the study consists of Aksaray University
Educational Sciences Department students who received online education due to
the COVID-19 global epidemic in the 2020-2021 academic year. The data of the
study were collected with the “Self-Regulation in Self-Paced Open and Distance
Learning Environments Scale.” The first result of the study revealed that the selfregulated learning levels of the participants were close to medium. The self-regulation
scores of male students receiving online education at university were also found to
be significantly higher than the scores of female students. The final result obtained
from the research is the existence of a significant difference between grade level
and self-regulated learning skills.
Chapter 9
Business and Culture: A Virtual Exchange Across Four Countries ..................168
Marina Apaydin, American University of Cairo, Egypt
John D. Branch, University of Michigan, USA
Amy Gillett, University of Michigan, USA
Virtual exchanges are an emerging form of learning in which students from different
countries are connected via technology. The authors created a virtual exchange,
Business & Culture, to connect students at institutions in the USA, Egypt, Lebanon,
and Libya. The focus of the Business & Culture virtual exchange was on teaching
cultural competence, a key skill in today’s increasingly globalized workplace. In this
chapter, they explore the design and implementation of Business & Culture. They
enumerate the challenges of incorporating the needs and resources of four different
institutions. They discuss the benefits of the Business & Cultural virtual exchange
to both students and instructors. And they outline the evaluation of the Business &
Cultural virtual exchange, which allowed them to both gauge its effectiveness and
improve its design and implementation.
Chapter 10
Principal Leadership in an Online Environment: Lessons From Hybrid and
Fully Virtual Learning .......................................................................................187
Aaron M. Perez, GOAL Academy, USA
Principal leadership is a role that revolves around quickly changing tasks. In a broad
sense, the ability of a principal leader to communicate clearly, build culture, and
empower others has positive benefits that lead to school progress. Along with these
skills, another skill to consider mastering is plan development and follow-through.
Besides skill-related tasks, taking time to meet with staff to connect on a personal
level and empowering staff to continue their professional development is a great
method for building work culture, just as the leader would expect staff to connect
with students. This is one technique for modeling how one would like his or her
staff to interact with students. Lastly, this chapter will focus on some lessons learned
from the pandemic, specifically revolved around leading through unknown territory,
being comfortable with being uncomfortable, and focusing on the fundamentals of
the organization.
Chapter 11
Multi-Tiered Systems of Support in the Virtual Environment: Similar, yet
Different .............................................................................................................205
Faylyn R. Emma, University of Florida, USA
The purpose of this chapter is to explain multi-tiered systems of support (MTSS),
the process required to implement school change efforts, and how MTSS differs in
the virtual environment. The chapter includes a history of legislation leading to the
development of MTSS framework and recent legislative changes surrounding school
improvement. The components and responsibilities within each level of education
related to MTSS are examined through a hierarchy with a discussion of barriers and
aspects specific to virtual schools. The chapter also incorporates necessary actions
within each stage of implementation and examples of programs that have been used
to improve student outcomes at each school level.
Chapter 12
Perceptions of Faculty of Sport Sciences Students on Distance Education
During the COVID-19 Period: Perceptions of University Students on
Distance Education ............................................................................................239
Bijen Filiz, Afyon Kocatepe University, Turkey
Ferman Konukman, Qatar University, Qatar
Ertan Tüfekçioğlu, King Fahd University of Petroleum and Minerals,
Saudi Arabia
Neslihan Arıkan Fidan, Gazi University, Turkey
The purpose of this study was to determine the perceptions of the sport sciences
students on distance education in terms of the advantages, disadvantages, difficulties,
concerns, and suggestions during the COVID-19 period. The mixed method was used
in the study. Participants were 312 volunteer university students. A questionnaire and
an open-ended question were used. Results indicated that male students considered
the advantages of distance education more important. In addition, students studying in
the departments of Coaching Education and Physical Education and Sport Teaching
considered the disadvantages of distance education more important. Female students
considered the difficulties of distance education less important, and students who
prefer distance education had more concerns about distance education. In conclusion,
students suggested extending the duration of the lesson, strengthening the technology
and internet infrastructure, conducting the lessons interactively, teaching the lessons
more efficiently by the teachers, and standardizing the lesson practices.
Compilation of References .............................................................................. 257
About the Contributors ................................................................................... 287
Index .................................................................................................................. 292