Sustainable Blended Learning in STEM Education for Students with Additional Needs (Contributions to Environmental Sciences & Innovative Business Technology)

Preface
Contents
About the Editors
1 Roles and Responsibilities of a Virtual Teacher
	1.1 Introduction
	1.2 Synchronous and Asynchronous Teaching Modalities
	1.3 Importance of Socialization in the Virtual World
	1.4 Building of E-Content for Online Teaching
	1.5 Student Assessment
		1.5.1 Formative Assessment (for Learning)
		1.5.2 Summative Assessment (of Learning)
		1.5.3 Modes of Assessment
		1.5.4 Rubric
	1.6 Catering to Special Needs Students
		1.6.1 Case Study of an International Student Who Was Provided Special Assistance with Online Teaching—Even Semester 2021
	1.7 Conclusion and Future Scope
	References
2 Hybrid Learning System: Analysis, Opportunities, Challenges, and Prospects
	2.1 Introduction
	2.2 The Analysis and Concept of Hybrid Learning System (HLS)
		2.2.1 Concept of Learning
		2.2.2 The Hybrid Learning System\'s Components
	2.3 Opportunities of Hybrid Learning System
	2.4 Challenges of Hybrid Learning System
	2.5 Conclusion and Future Scope
	References
3 COVID-19 Pandemic and Changing Dynamics in Teaching and Learning Strategies: A Study of Student-Centric Blended Learning Approach
	3.1 Introduction
		3.1.1 Organization of Paper
	3.2 Literature Review
		3.2.1 Model-Based on Blended Teaching and Learning
		3.2.2 Past Trends in English Language Teaching
	3.3 Methodology
		3.3.1 Blackboard as a Tool
		3.3.2 Survey
		3.3.3 Activities Available
		3.3.4 Best Practices for Students
	3.4 Conclusion and Future Scope
	References
4 Blended Learning in COVID-19 Era and Way-Forward
	4.1 Introduction
	4.2 Background
	4.3 Advantages of Blended Learning
	4.4 Online Versus Blended Learning
	4.5 Need for Blended Learning Models
	4.6 Models of Blended Learning
	4.7 Blended Learning Conceptualizations
		4.7.1 The Inclusive Conceptualization
		4.7.2 The Quality Conceptualization
		4.7.3 The Quantity Conceptualization
		4.7.4 The Synchronous Conceptualization
		4.7.5 The Digital Classroom Conceptualization
		4.7.6 Other Conceptualizations
	4.8 Blended Learning in Pre and Post Covid Era
	4.9 Blending at Many Different Levels
	4.10 Teacher’s Perspective to Choose Blended Learning
	4.11 Challenges in Implementing Blended Learning
	4.12 Future of Blended Learning
	4.13 Case Study
	4.14 Conclusion and Future Scope
	References
5 Blended Learning in COVID-19 Era: Pre and Post COVID Times, Lessons Learned and Way Forward
	5.1 Introduction
	5.2 Significance and Need for Technology in Education
	5.3 Blended Learning Models
	5.4 Advantages and Disadvantages of Blended Learning
	5.5 Challenges Encountered in Blended Learning
		5.5.1 Technology Challenges
		5.5.2 Organizational Challenges
		5.5.3 Instructional/Design Challenges
	5.6 Repercussions of the Pre and Post-COVID-19 Pandemic on Education and Academics
		5.6.1 All Levels of Education and Training Affected
		5.6.2 An Exacerbation of Disparities in Learning Opportunities
	5.7 Blended Learning Implementation
		5.7.1 Technology Infrastructure for Implementation
	5.8 Conclusion and Future Scope
	References
6 An Investigative Study of Students’ and Faculty Perspective Towards Transition to Online Teaching During COVID-19 Pandemic
	6.1 Introduction
	6.2 Online Teaching in Contrast to Traditional Face-to-Face Teaching
	6.3 Online Teaching Survey
	6.4 Statistical Analysis
		6.4.1 Favorable Versus Unfavorable Responses
		6.4.2 Statistical Tests
	6.5 Participant Response on “Which is Better: Traditional Classroom or Online Mode of Learning?”
	6.6 Conclusion and Future Scope
	References
7 Survey of Blended Learning Approaches, Frameworks, Tools and Techniques for Science and Management Students
	7.1 Introduction
		7.1.1 Theories
		7.1.2 Experiential Learning for Researchers and Educationists
	7.2 Students’ Perception of the Blended Learning Approach
		7.2.1 A Few Case Studies Regarding the Experiences of Business and Technology Faculty While Interacting with Students Through the Blended Learning System
		7.2.2 A Follow-Up Discussion on the Varied Possibilities of Students’ Reactions to the Blended Learning System
	7.3 Teachers’ Challenges in Adopting the Blended Learning Approach
	7.4 Other Perceived Infrastructural, Procedural and Students’ Aspirational Challenges
	7.5 Conclusion and Future Scope
	References
8 Blended Learning and STEM Education for Students with Special Needs and Learning Disabilities
	8.1 Introduction
	8.2 Literature Survey
	8.3 Analytical Study
	8.4 Methodology
	8.5 Implementation
	8.6 Case Study
	8.7 Conclusion and Future Scope
	8.8 Future Scope
	Annexure A
	Setups to Learn Basic Science
	Activity
	Annexure B
	References
9 Designing Integrative and Collaborative Learning for Students with Special Needs and Learning Disabilities in an Inclusive Classroom
	9.1 Introduction
	9.2 Concept of Inclusive Education
	9.3 Main Principles of Inclusive Education
	9.4 Need and Importance of Inclusive Education
	9.5 Inclusion Through Blended Learning
	9.6 Building Inclusive Classrooms
	9.7 How to Become More Inclusive?
	9.8 Few Methods to Implement Inclusive Education
	9.9 Role of Teacher in Blended Learning
	9.10 Perquisites of Blended Teaching for a Teacher
	9.11 Challenges for Blended Instruction Implementation
	9.12 Case Study
	9.13 Conclusion and Future Scope
	References
10 Maintaining Performance and QoS of Software Tools for Remote Teaching Environment
	10.1 Introduction
		10.1.1 Traditional Teaching
		10.1.2 Distance/Remote Teaching
		10.1.3 Comparative Analysis of Traditional and Remote Teaching
		10.1.4 Challenges in Existing Studies Over Learning and Teaching
		10.1.5 Challenges Faced by Teacher
	10.2 Software Tools for Distance/Remote Theory and Practical Learning and Teaching
		10.2.1 Tools for Video-Conferencing-Based Interaction, Learning, and Teaching
		10.2.2 Tools for Game-Based Learning and Teaching
		10.2.3 Tools for Augmented Relation-Based Learning and Teaching
		10.2.4 Tools for Podcasting-Based Learning and Teaching
		10.2.5 Tools for Teaching Programming Logic Controller (PLC)-Based Courses
		10.2.6 VLabs for Laboratory Experiments
		10.2.7 Impact of Software Tools and Practices in Learning, Teaching, and Assessments
		10.2.8 Shortcomings and Challenges in Existing Software Tools and Practices
	10.3 Challenges and Issues in Remote/Blended Learning and Teaching
		10.3.1 Different Modes of Learning
		10.3.2 QoS Issue in Remote/Remote or Blended Learning and Teaching
		10.3.3 Tools for Measuring QoS in Remote or Blended Learning and Teaching Software
		10.3.4 Learning Measurement Metric for Tool-Based Learning or Teaching
	10.4 Future Expectation from Learning and Teaching Tools
		10.4.1 Constraints in Remote Teaching and Assessments
		10.4.2 Engage Students in Online Learning App for Remote Teaching
		10.4.3 Suggestions to Improve the Remote Teaching
	10.5 Case Study: Remote Education System in CIT
	10.6 Findings
	10.7 Conclusion and Future Scope
	References
11 Students’ Learning Outcomes and Emerging Practices of Blended Learning: A Case Study
	11.1 Introduction
		11.1.1 How the Traditional Environment of Schools is Transforming into Digital World?
	11.2 Meaning and Origin of Blended Learning
	11.3 Background
	11.4 Conventional Versus Blended Mode of Learning
	11.5 Pedagogical Strategies Involved in Blended Learning
	11.6 Impact of Blended Learning on Teaching–Learning Environment
	11.7 Factors Affecting the Learning Experiences of the Learner
	11.8 Challenges and Issues in the Implementation of Blended Learning with the Possible Resolutions
	11.9 Case Study
	11.10 Implications and Future Scope
	11.11 Conclusion
	References
12 Collaborative and Sustainable Blended Learning in UTAS Salalah
	12.1 Introduction
	12.2 Digital Technologies in Education
		12.2.1 Traditional Learning Tools
		12.2.2 Online Classrooms and Meetings
		12.2.3 Online Collaborative Tools
	12.3 Collaborative Learning
	12.4 Online Learning in the Pandemic and Post-pandemic Time
		12.4.1 Trends Towards Online Learning
		12.4.2 Online Learning in Oman After Pandemic
	12.5 Blended Learning in UTAS Salalah
	12.6 Case Study: Blending Learning Applied on the Cryptography Course
		12.6.1 Identify Learning Objectives and Outcomes
		12.6.2 Select Appropriate Instructional Materials and Technologies
		12.6.3 Determine the Blend
		12.6.4 Create the Course Plan
		12.6.5 Provide Python Training and Support
		12.6.6 Prepare a Clear Assessment Plan
		12.6.7 Monitor Student Progress and Adjust as Necessary
	12.7 Conclusion and Future Scope
	References
13 Integration of Blended Mode of Technologies in Teaching and Learning of Engineering Content at Higher Education Institutions
	13.1 Introduction
		13.1.1 Problem Statement
	13.2 Literature Review
		13.2.1 Blended Mode of Technologies Integration in Education
		13.2.2 Student’s Usability Towards Blended Mode of Technologies
		13.2.3 Student Attitudes Towards Blended Mode of Technologies
		13.2.4 Technology-Based Teaching and Learning
	13.3 Methodology
	13.4 Findings
	13.5 Discussion and Conclusion
	References
14 Expanding the Scope of Learning Analytics in Blended Learning Environments
	14.1 Introduction
		14.1.1 Blended Learning
		14.1.2 Analytics in the Context of Education
		14.1.3 Big Data in Higher Education
		14.1.4 Learning Analytics
	14.2 Literature Review
		14.2.1 Education Data Mining
		14.2.2 Data Analytics in Higher Education
		14.2.3 Big Data Impact on Higher Education
		14.2.4 Creative Teaching Methods and Its Competencies
		14.2.5 E-learning and Its New Era in Education
		14.2.6 Covid Impact on Education
	14.3 Analysis
		14.3.1 Role of Data Analytics in Education
		14.3.2 Benefits of Learning Analytics in Blended Learning Environment
		14.3.3 Framework for Applying Learning Analytics in Blended Learning Environment
		14.3.4 Impact of COVID-19 in Education and Blended Learning
		14.3.5 National Education Policy 2020—Focus on Learning Analytics and Blended Learning
		14.3.6 Future Perspectives of Learning Analytics in Blended Learning Process
	14.4 Conclusion and Future Scope
	References
Correction to: Sustainable Blended Learning in STEM Education for Students with Additional Needs
	Correction to:  N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology,  https://doi.org/10.1007/978-981-99-3497-3
Correction to: Sustainable Blended Learning in STEM Education for Students with Additional Needs
	Correction to:  N. J. Ahuja et al. (eds.), Sustainable Blended Learning in STEM Education for Students with Additional Needs, Contributions to Environmental Sciences & Innovative Business Technology,  https://doi.org/10.1007/978-981-99-3497-3