Titlebook: Agile Learning Environments amid Disruption; Evaluating Academic Md Golam Jamil,Dawn A. Morley Book 2022 The Editor(s) (if applicable) and

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Current-Mode VLSI Analog Filtersprojects co-designed with partner organisations that provide regular input and feedback throughout the teaching session. Whilst the course was originally designed for face-to-face delivery, the onset of COVID-19 social distancing restrictions required a rapid transition to fully online delivery. Thi

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Current-Mode VLSI Analog Filterso explore why, how and to what extent the use of this online learning management system makes pedagogical sense in remote instruction during the COVID-19 pandemic. The study is qualitative in nature using semi-structured interviews with four faculty members and four students. The data explain the pe

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Currents in High-Energy AstrophysicsUsing an innovative teaching strategy drawing on research insight into online communities and the importance of multimodality of communication modes, a suite of communication tools and a revamped communication and teaching strategy allowed students to own the online space and produce and share edito

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Dieter Prätzel-Wolters,Helmut Neunzertraditional face-to-face instruction to online instruction. This raises questions about whether the Emergency Remote Teaching (ERT) is perceived as satisfactory by students. This study reports on a case of Wuhan University of Technology’s ERT practices, investigating 59 Chinese undergraduates’ learni

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rdinary educational environments.Captures empowering and det.This edited collection addresses the need of evaluating innovative or non-traditional academic schemes for understanding their feasibility in extraordinary educational environments. The individual chapters are enriched with robust appraisa

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Book 2022dinary educational environments. The individual chapters are enriched with robust appraisals of policies and practices linked to academic innovations in higher education during the unprecedented COVID-19 pandemic. The case studies report wide-ranging teaching, learning and academic support practices