Sustainable Blended Learning in STEM Education for Students with Additional Needs

This book comprehensively covers sustainable blended learning approach in each of the STEM (science, technology, engineering and mathematics) disciplines. The book also includes the compilation of detailed concepts of blended learning ranging from definition, need, features, models, advantages and disadvantages and comparisons with traditional face-to-face learning. Sustainable blended learning in K-12 education has an immense role as foundation to learning for students in their early education. Fostering creativity and inculcating problem solving and critical thinking skills are the integral aspect of STEM education, which encourages students to pursue them to for their future careers. This book presents recent practices taken by experts at various levels to promote education in STEM. Furthermore, impact over teacherstudent relationships is analyzed. Lastly, sustainable frameworks, strategies and implementation to incorporate students with additional needs are explored.

Includes exceptional breadth and depth of topic coverage in STEM education for students with special needs Covers the state-of-the-art developments in blended learning, active learning, and hybrid learning Includes case studies at international universities

Auteur

Dr. Neelu Jyothi Ahuja is a professor and the head of the Department of Systemics at the University of Petroleum and Energy Studies, Dehradun, India. She has successfully completed 5 government-sponsored R&D projects under various schemes, such as Cognitive Science Research Initiative (CSRI) and Technology Intervention for Disabled and Elderly (TIDE), both of which were funded by Science for Equity Empowerment and Development (SEED) division of Department of Science & Technology (DST). Her research projects focus on teaching learning processes, learning styles, learning environments and interventions for learning disabled. Ten students were awarded Ph.D. under her supervision, and she currently has 4 Ph.D. students. Adarsh Kumar received his master s degree (M. Tech) in software engineering from Thapar University, Patiala, Punjab, India, in 2005 and earned his Ph.D. degree from the Jaypee Institute of Information Technology University, Noida, India, in 2016. From 2005 to 2016, he was an assistant professor at the Department of Computer Science Engineering and Information Technology, Jaypee Institute of Information Technology, Noida, Uttar Pradesh, India. Currently, he works at the School of Computer Science, University of Petroleum and Energy Studies (UPES), Dehradun, India, as an associate professor. His main research interests include cybersecurity, cryptography, network security and ad hoc networks. He has published more than 60 research papers in academic journals, conferences and workshops. He participated in the European Union H2020 sponsored research project, and he is currently involved in 2 research projects sponsored by UPES. Dr. Anand Nayyar received his Ph.D. in computer science from Desh Bhagat University in 2017 by research in wireless sensor networks and swarm intelligence. He currently works in the Faculty of Information Technology, Duy Tan University, Da Nang, Vietnam. He has published more than 100 research papers in various international journals. He has also authored, co-authored or edited more than 30 books in computer science discipline. Currently, he works on wireless sensor networks, IoT, swarm intelligence, cloud computing, artificial intelligence, drones, blockchain, cyber security, network simulation and wireless communications. He is an associate editor for Wireless Networks (Springer), Computer Communications (Elsevier), IET Quantum Communications (Wiley) and many other journals. He is one of the editor-in-chiefs of International Journal of Smart Vehicles and Smart Transportation (IGI Global).

Contenu

Roles and Responsibilities of a Virtual Teacher.- Hybrid Learning System: Analysis, Opportunities, Challenges, and Prospects.- COVID-19 Pandemic and changing dynamics in Teaching and Learning Strategies: A study of student-centric blended learning approach.- Blended Learning in COVID-19 Era and Way-Forward.- Blended learning in COVID-19 Era: Pre and Post COVID times, Lessons learned and way forward.- An investigative study of students' and faculty perspective towards transition to online teaching during COVID-19 pandemic.- Survey of Blended Learning Approaches, Frameworks, Tools and Techniques for Science and Management Students.- Blended Learning and STEM Education for students with special needs and learning disabilities.- Designing Integrative and Collaborative Learning for Students with Special Needs and Learning Disabilities in an Inclusive Classroom.- Maintaining Performance and QoS of Software Tools for Remote-Teaching Environment.- Students' Learning Outcomes and Emerging Practices of Blended learning: A case study.- Collaborative and Sustainable Blended Learning in UTAS Salalah.- Integration of Blended Mode of Technologies in Teaching and Learning of Engineering Content at Higher Educational Institutions.- Exploring the Scope of Learning Analytics in Blended Learning Environments.

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