This special issue of the Journal of Research on Technology in Education (JRTE) focuses on students' experiences with online learning during COVID-19. COVID-19 has had an unprecedented impact on educational systems in both K-12 and higher education settings, significantly changing the way students engage and learn. This issue of the JRTE also explores instructors' ability to adapt to engage their students online, and parental and family involvement in student learning.

All over the world, educational institutions confronted emergency policy changes caused by the COVID-19 pandemic. Due to this, academic activities were provided mostly by remote teaching and learning solutions. The transition to emergency remote teaching and learning raised some challenges regarding technical, pedagogical, and organizational issues. It is important for higher education institutions to prepare themselves to deal with future emergency scenarios, promoting an in-depth reflection about the future challenges in the post-pandemic era. Developing Curriculum for Emergency Remote Learning Environments supports creating and promoting an education-as-a-business strategy for higher education institutions by sharing possible business models. It provides a collection of different approaches to online education in the perspective of the future of education environments. Covering topics such as distance learning experiences, online practice improvement, and remote testing, this premier reference source is an excellent resource for educators and administrators of higher education, pre-service educators, IT professionals, librarians, researchers, and academicians.

It has never been more important for schools and instructors to consider best practices and strategies to appropriately design effective English language courses. Teaching English successfully to diverse audiences requires an understanding of how to communicate with students based on their individual needs and backgrounds. In order to ensure schools provide the best English language education possible, they must examine and apply innovative research in the field. Intercultural Communication and Ubiquitous Learning in Multimodal English Language Education reviews and reports the current research methods and theoretical advances in English language learning linked to applied technologies and action research. The book considers the most innovative approaches to English language education from an intercultural and communicative perspective that covers key concepts such as collaborative ubiquitous learning and multimodal communication. Covering topics such as social networks, virtual environments, and intercultural awareness, this reference work is crucial for academicians, researchers, scholars, practitioners, instructors, and students.

In the wake of the COVID-19 pandemic, educational institutions worldwide were compelled to embrace online learning, leading to a significant shift in the dynamics of education. As schools, colleges, and universities adapted to virtual learning environments, teachers and learners alike found themselves navigating unfamiliar terrain. Balance and Boundaries in Creating Meaningful Relationships in Online Higher Education explores the art of forging connections in virtual classrooms. This book provides educators with valuable guidance and strategies for cultivating relationships in virtual learning environments. It covers synchronous, asynchronous, and hybrid learning, offering a comprehensive understanding of relationship-building techniques for higher education and beyond. Addressing the unique challenges of online instruction, it empowers faculty members to create classrooms based on trust, connection, and support. With practical ideas and resources, it serves as a critical reference for transitioning to online teaching. Essential for cross-departmental higher education faculty and graduate-level students, it revolutionizes the field by empowering educators to thrive in the evolving landscape of online instruction.

Online Learning, Instruction, and Research in Post-Pandemic Higher Education in Africa, edited by Martin Munyao, argues that beyond survival, universities need to adapt to technology-mediated communication learning in order to thrive. Disruptive technologies have recently proved to be means of thriving for institutions of higher learning. This book reflects on how leveraging on education technology has transformed teaching, learning, and research Higher Education Institutions (HEI) impacting Africa through digital transformation. In particular, HEIs are collaborating more now than ever before. Finally, this book addresses the challenges of teaching STEM programs online in Africa.

This book offers authors’ practices, initiatives, and experiences in sustaining their education during the pandemic from different countries, contexts, and political situations. It provides a future prediction for the education system in the world due to the transformation that happened in the post-COVID-19 era. Each chapter of the book is expected to shed light on different countries describing their education system in the past, present, and future. The readers of the book will be able to learn, compare, and analyze the differences and similarities between the educations offered to learners around the world. The book also presents a new model of e-learning that will help learners, teachers, and educational systems to participate in achieving sustainable development goals. The book introduces several scenarios of types of learning and how to plan, design, and implement them in F2F and online environments.

This book comprehensively analyzes COVID-19 and its impact as well as the response from the perspectives of humanities and social sciences. This book covers topics ranging from geopolitical relations to regional integration, public health governance and even the evolution of professional practices in the time of COVID-19. It constitutes a precious and timely interdisciplinary reference for anyone aspiring not only to grasp the origins and dynamics of the present challenge, but also to identify future opportunities for further growth and holistic progress for humanity.

The sudden implementation of emergency health procedures at the start of the COVID-19 pandemic forced many educators and educational institutions to explore new territory in terms of policy, teaching strategy, and more. Now that many institutions are familiar with online education, innovations have been developed and implemented. It is essential to study these best practices and innovations that have been developed in remote teaching and learning to better understand the future of online education. The Research Anthology on Remote Teaching and Learning and the Future of Online Education explores the recent developments, strategies, and innovations in remote teaching and learning that have been implemented globally. Covering topics such as emergency remote teaching, psycho-social well-being, and cross-cultural communication, this major reference work is an indispensable resource for educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, librarians, government officials, IT managers, researchers, and academicians.

Recent evolutions, such as pervasive networking and other enabling technologies, have been increasingly changing human life, knowledge acquisition, and the way works are performed and students learn. In this societal change, educational institutions must maintain their leading role. They have therefore embraced digitally enhanced learning to provide increased flexibility and access for their students. The Handbook of Research on Redesigning Teaching, Learning, and Assessment in the Digital Era provides insights into the transformation of education in the digital era and responds to the needs of learners of any context and background through relevant studies that include sound pedagogical and content knowledge. Covering key topics such as hybrid learning, media, remote learning, and social media, this major reference work is ideal for administrators, policymakers, academicians, researchers, scholars, practitioners, librarians, instructors, and students.