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Sustainable Blended Learning in STEM Education for Students with Additional Needs

  • Book
  • © 2023

Overview

Editors:
  1. Neelu Jyothi Ahuja

    1. School of Computer Science, Department of Systemics, University of Petroleum and Energy Studies, Dehradun, India

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  2. Adarsh Kumar

    1. School of Computer Science, Engineering and Technology, University of Petroleum and Energy Studies, Dehradun, India

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  3. Anand Nayyar

    1. School of Computer Science, Duy Tan University, Da Nang, Vietnam

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  • 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

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xvi
    Download chapter PDF

  2. Roles and Responsibilities of a Virtual Teacher

    • Divya Ahluwalia, Navjot Hothi, Ishwar Dutt
    Pages 1-18

  3. Hybrid Learning System: Analysis, Opportunities, Challenges, and Prospects

    • Sunday Adeola Ajagbe, Kazeem M. Olagunju, Oluwaseyitanfunmi Osunade, Jinmisayo A. Awokola, John B. Oladosu, Elijah O. Omidiora
    Pages 19-40

  4. COVID-19 Pandemic and Changing Dynamics in Teaching and Learning Strategies: A Study of Student-Centric Blended Learning Approach

    • Pooja Gupta, Shalini Vohra
    Pages 41-54

  5. Blended Learning in COVID-19 Era and Way-Forward

    • Avita Katal, Jyoti Upadhyay, Vijay Kumar Singh
    Pages 55-85

  6. Blended Learning in COVID-19 Era: Pre and Post COVID Times, Lessons Learned and Way Forward

    • Deepa Joshi, Aryan Jamwal
    Pages 87-112

  7. An Investigative Study of Students’ and Faculty Perspective Towards Transition to Online Teaching During COVID-19 Pandemic

    • Navjot Hothi
    Pages 113-131

  8. Survey of Blended Learning Approaches, Frameworks, Tools and Techniques for Science and Management Students

    • Sudarsana Sarkar, Anish Sudhan
    Pages 133-150

  9. Blended Learning and STEM Education for Students with Special Needs and Learning Disabilities

    • Lochan Jolly, Anvita Birje, Roohi Mehta
    Pages 151-172

  10. Designing Integrative and Collaborative Learning for Students with Special Needs and Learning Disabilities in an Inclusive Classroom

    • Pooja Khanna, Sunita Bhola
    Pages 173-194

  11. Maintaining Performance and QoS of Software Tools for Remote Teaching Environment

    • S. Gayathri Devi, S. Manjula Gandhi, C. Sathya, S. Chandia, K. H. Vani
    Pages 195-245

  12. Students’ Learning Outcomes and Emerging Practices of Blended Learning: A Case Study

    • Pratiksha Dixit, Usha Pathak
    Pages 247-277

  13. Collaborative and Sustainable Blended Learning in UTAS Salalah

    • Balaji Dhanasekaran, Rhouma Rhouma, Senthil Kumar
    Pages 279-302

  14. Integration of Blended Mode of Technologies in Teaching and Learning of Engineering Content at Higher Education Institutions

    • Muhammad Mujtaba Asad, Kanwal Aftab, Zahid Hussain Khand, Alkarim Datoo, Hassan Syed, Prathamesh Churi
    Pages 303-316

  15. Expanding the Scope of Learning Analytics in Blended Learning Environments

    • V. Harish, Ravindra Sharma, Geeta Rana, Anand Nayyar, Bhakti Parashar
    Pages 317-340

  16. Correction to: Sustainable Blended Learning in STEM Education for Students with Additional Needs

    • Neelu Jyothi Ahuja, Adarsh Kumar, Anand Nayyar
    Pages C1-C1
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Keywords

About this book

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 teacher–student relationships is analyzed. Lastly, sustainable frameworks, strategies and implementation to incorporate students with additional needs are explored.

Editors and Affiliations

  • School of Computer Science, Department of Systemics, University of Petroleum and Energy Studies, Dehradun, India

    Neelu Jyothi Ahuja

  • School of Computer Science, Engineering and Technology, University of Petroleum and Energy Studies, Dehradun, India

    Adarsh Kumar

  • School of Computer Science, Duy Tan University, Da Nang, Vietnam

    Anand Nayyar

About the editors

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).

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