COVID-19 has changed the face of education. For the foreseeable future, both instructors and students will rely predominantly on distance learning. This has become the norm for many who never thought they would ever engage in virtual education.
This Research Topic welcomes submissions addressing how COVID-19 has changed classroom culture. Submissions of Original Research, Review, and Opinion pieces are welcome. We particularly welcome contributions on the following topics:
• transitioning from face-to-face to online mid-semester
• managing student progress in the asynchronous classroom
• effectively managing synchronous group sessions
• the instructor as mentor during a time of crisis
• effective or ineffective instruction related to technology skill
• instructor self-efficacy in online learning
• technology anxiety and online learning
• parental anxieties regarding responsibilities of at home learning pre-college (i.e., elementary, middle, or high school)
• parental or student anxieties regarding the lack of technology skills
• the global need for training in mediated communication
• instructor or classmate misbehaviors in virtual learning
• classmates support during a time of crisis
• global education, international students, and international mobility post-COVID 19
• teaching and Learning Offices and their COVID-19 crisis management and communication
• how to integrate culture into the classroom in light of COVID-19.
COVID-19 has changed the face of education. For the foreseeable future, both instructors and students will rely predominantly on distance learning. This has become the norm for many who never thought they would ever engage in virtual education.
This Research Topic welcomes submissions addressing how COVID-19 has changed classroom culture. Submissions of Original Research, Review, and Opinion pieces are welcome. We particularly welcome contributions on the following topics:
• transitioning from face-to-face to online mid-semester
• managing student progress in the asynchronous classroom
• effectively managing synchronous group sessions
• the instructor as mentor during a time of crisis
• effective or ineffective instruction related to technology skill
• instructor self-efficacy in online learning
• technology anxiety and online learning
• parental anxieties regarding responsibilities of at home learning pre-college (i.e., elementary, middle, or high school)
• parental or student anxieties regarding the lack of technology skills
• the global need for training in mediated communication
• instructor or classmate misbehaviors in virtual learning
• classmates support during a time of crisis
• global education, international students, and international mobility post-COVID 19
• teaching and Learning Offices and their COVID-19 crisis management and communication
• how to integrate culture into the classroom in light of COVID-19.