Rohit Bansal, PhD, is an associate professor in the Department of Management Studies, Vaish College of Engineering, Rohtak, India. He has authored and edited 18 books as well as more than 120 research papers in journals. His areas of interest include marketing management, human resource management, virtual learning, organizational behavior, and services marketing. Ram Singh, PhD, is a professor at MM Institute of Management, Maharishi Markandeshwar University, Ambala, India. Dr. Singh has a teaching experience of 10 years at the UG & PG level. He has published 5 books and more than 20 research papers & articles in peer-reviewed journals. He has vast experience in teaching virtual learning and financial management. Amandeep Singh, PhD, is a professor at Chitkara Business School, Chitkara University, Punjab, India. His main areas of research are marketing and virtual learning pedagogy. He has served as Dean/Principal at various reputed universities and colleges. He has published about 50 research papers in various journals and conferences and edited 3 books. Kuldeep Chaudhary, PhD, is an assistant professor in the Department of Management, Indira Gandhi University. His areas of interest in teaching and research include digital marketing, brand management, e-learning, and service marketing. He has authored a book on brand management and edited two books on select contemporary topics of marketing management. He has authored twenty-two research papers and articles. Tareq Rasul, PhD, is a senior lecturer, Australian Institute of Business (AIB), Australia. He holds a doctorate in marketing from the University of South Australia, Australia and an MBA from the University of East London, United Kingdom. To date, he has published around 50 peer-reviewed journal articles, conference papers, and book chapters.

• Preface xvii1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type 1Edwin Hernan Ramirez-Asis, Jaheer Mukthar K.P., Rosario Margarita Yslado-Mendez, Nelson Francisco Cruz Castillo, Martha Esther Guerra-Muñoz and Guillermo Napoleon Pelaez-Diaz1.1 Introduction 21.2 Review of Related Literature 31.2.1 Personality Types 31.2.2 Academic Burnout 41.2.3 Variables Associated with Academic Burnout 41.2.4 Variables of the Academic Context 51.2.5 Environmental and/or Social Context 51.2.6 Intrapersonal Variables 51.3 Method 61.4 Results 71.4.1 Model Measurement 71.4.2 Convergent Validity 71.4.3 Discriminant Validity 81.4.4 Cross Loads 111.4.5 Structural Model 121.5 Discussion 121.6 Conclusion 13References 142 Virtual Classroom Platform Development 17Kodge B. G.2.1 Introduction 172.1.1 Free and Open Source Software 182.1.2 Review of Literature 182.1.3 Methodology 202.2 User Login/Registration Processes 212.2.1 Students’ Registration Process 212.2.2 Teachers’ Registration Process 212.2.3 Administrator’s Registration 232.3 Students E-Classroom 232.4 Teacher’s Control Panel 272.5 Administrator’s Control Panel 282.6 Live Videos Sessions 292.7 Online Examinations 302.7.1 Examination Login 302.7.2 Start Examination 312.7.3 Examination Page 322.8 Conclusion 33References 333 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India 35Suhel Sen and Asutosh Goswami3.1 Introduction 363.1.1 Scenario of COVID-19 Situation in West Bengal 373.2 Materials and Methods 403.2.1 Basic Principles of Quantitative Strategic Planning Matrix (QSPM) 413.3 Results and Discussion 423.3.1 Various Applications Used for Online Teaching 423.3.1.1 Google Meet 423.3.1.2 Zoom 433.3.1.3 Cisco Webex 433.4 SWOT Analysis of Online Education in Kolkata 433.4.1 Strengths 433.4.2 Weakness 453.4.3 Opportunity 463.4.4 Threats 483.5 Conclusion 56References 574 New Age Teaching Pedagogy: Innovative Teaching Methods and their Impact on Educational Performance of the Students 59Anoop Pandey, Mehak Mittal, Kamal Ahmad and Vaibhav Sharma4.1 Introduction 604.2 Teaching Pedagogy 614.3 Teacher Education in India 614.4 Modern Innovative Teaching Pedagogy 624.5 New Age Teaching Pedagogy: Need of the Hour 644.5.1 Transition 654.5.2 Technology 654.5.3 Innovative Tools 664.5.4 Training 664.5.5 Touch 664.6 Modern New Age Teaching Pedagogy 664.6.1 Learning by Design 664.6.2 Constructivism 664.6.3 Interactive Learning Environment 674.6.4 Collaborative Learning Environment 674.6.5 Spaced Learning Environment 674.6.6 Flipped Classroom Learning 674.6.7 Self-Learning 684.6.8 Gamification 684.6.9 Real-World Learning 684.6.10 Relationship Learning 684.6.11 Cross-Over Teaching and Learning 694.7 Modern Innovative Tools 694.7.1 Multimedia Learning 694.7.2 Mind Mapping 694.7.3 Chunking Strategy Learning 704.7.4 Virtual Reality Learning 704.7.5 Z to A Learning 704.7.6 Mnemonics Approach 704.7.7 Role Play 704.8 Conclusion 71References 725 Efficacy of V-Lab for Engineering Students during COVID- 19 75Shiny Duela J., Umamageswari A., Raja K. and Suresh S.5.1 Introduction 755.2 Materials and Methods: Sources and Importance of E-Learning and E-Teaching 765.2.1 Digital Platforms for Online Teaching 775.2.2 Virtual Platforms for Conducting Laboratory Online 805.2.2.1 Virtual Lab: An MHRD Initiative 815.2.2.2 Biotechnology and Biomedical Engineering Virtual Labs 815.2.2.3 Virtual Lab for Computer Science 825.2.3 Collaborative Learning Environs and Computer Models 825.2.3.1 OLabs 835.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India 845.4 Methodology 845.4.1 Objectives 845.4.2 Hypotheses 855.4.3 Research Design 855.4.4 Data Collection 855.4.5 Data Description and Sampling Plan 865.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders 875.5.1 Overall Interpretation 895.6 Findings and Discussions 895.7 Performance Assessment 915.7.1 Access Time and Number of Trials 915.7.2 Quality of Content Delivery 945.8 Conclusion 94References 946 Significance of e-Learning in Indian Modern Higher Education System: A Review 97Pooja Chaturvedi Sharma and Anoop Pandey6.1 Introduction 976.2 Review of Literature 996.2.1 e-Learning 1006.2.2 Learning Shift Toward Online 1006.2.3 e-Learning-Related Studies 1026.2.4 Importance of e-Learning 1036.2.5 Barriers or Disadvantages of e-Learning 1036.2.6 e-Learning and Higher Education 1036.3 Conclusion 107References 1077 Homeschooling: A Case Study Based on Delhi, India 111Neeru Sidana and Chitra Pandey7.1 Introduction 1117.2 Data Collection and Methodology 1147.3 Literature Review 1157.4 Data Analysis and Major Findings 1207.5 Survey 1247.5.1 Area 1247.5.2 Income Distribution 1247.5.3 Education Qualification 1247.5.4 Earning Member of Family 1257.5.5 Awareness About Homeschooling 1257.5.6 Likeliness to Adopt Homeschooling 1267.6 Policy Recommendations 1277.7 Regulation of Homeschooling in the USA 1287.8 Regulation of Homeschooling in the UK 1287.9 Roadmap for India 1297.10 Conclusion 1297.11 Challenges and Recommendations 130References 1318 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance 135Shalini Wadhwa and Mahendra Parihar8.1 Introduction 1358.1.1 Reasons for Undertaking Current Study and Methodology Adopted 1398.2 Sample and Population 1398.3 Findings of the Study 1408.3.1 Findings Related to Objective 1 1408.3.1.1 Hypothesis Testing 1408.3.2 Findings Related to Objective 2 1478.3.3 Findings Related to Objective 3 1478.3.3.1 Major Challenges in Online Mode of Teaching 1478.3.3.2 Effectiveness of Teaching Methods 1488.4 Discussion Based on the Study 1518.5 Conclusion 151References 1529 Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges 155Manoj Kumar and Pradeep Mamgain9.1 Introduction 1569.1.1 Purpose of the Chapter 1579.2 Generation Z Behavioral Feature 1579.3 Video-Based Learning Motives (VBLM) 1589.4 Video-Based Learning Platform 1609.5 Teachers Role Transformation 1629.6 Conclusion 1649.7 Limitation and Further Research Scope 164References 16510 Quantitative Monitoring and Analysis of Rare Symptoms of COVID- 19Infection: Application of a Text and Citation Management Software as a Tool 169Surajit Debnath10.1 Introduction: The COVID Pandemic 16910.2 Materials and Methods 17010.2.1 REVMAN Software 17010.2.2 Data Input Pane 17110.2.3 Systematic Application of REVMAN on COVID 19Rare Symptoms 17110.2.4 Database Scrutiny 17110.2.5 Combining BOOLEAN and MeSH Terms for Optimizing the Application Software 17110.2.6 Secondary Data on Rare Symptoms of COVID- 19 17210.2.7 Data Extraction 17210.2.8 Systematic Analysis 17310.2.9 Statistical Analysis 17410.3 Results and Discussion 17510.4 Conclusion 180References 18011 Role and Impact of ICT on Rapidly Advancing New Age Teaching Pedagogy in Higher Educational Institutions in Oman 185Rubina Ashmi Nabin11.1 Introduction 18611.1.1 Evolution of ICT in the Field of Higher Education in Oman 18611.1.2 ICT Tools Used for Teaching 18611.2 ICT Methodologies Adopted for Teaching 18611.3 Gaps Between Deliverables and Delivered 18711.3.1 Types of Gaps 18811.3.2 Product/Market Gap 18811.3.3 Performance Gap 18811.3.4 Manpower Gap 18811.4 Causes of the Technological Gaps 18811.5 Ways to Fill in the Gaps 18911.5.1 SWOT Analysis 18911.5.2 Fishbone – Cause and Effect Analysis of ICT in Education 19011.5.2.1 Language Barriers 19011.5.2.2 Ease of Access 19111.5.2.3 Privacy 19111.5.2.4 Technology 19111.5.3 McKinsey 7S Model 19211.6 ICT Training 19311.7 Importance of ICT Training in the Field of Education 19311.8 Updating ICT from Time to Time and Means of Growth in the Field of Education 19311.9 People Involved to be Trained for ICT 19311.10 Adapting to Changes 19311.11 Institutional Changes and ICT in Teaching 19411.12 Global Changes and ICT in Teaching 19411.13 Nationwide Changes and ICT in Teaching 19411.14 Climatic Changes and ICT in Teaching 19411.15 Types of Teaching Using ICT in Higher Educational Institutions 19511.15.1 On Campus Teaching 19511.15.2 Online Teaching 19511.15.3 Blended or Hybrid Mode Teaching 19511.15.3.1 Understanding Blended Learning 19511.15.3.2 Measures to be Followed in Order to Ensure Effective Blended Learning 19511.16 Analysis of ICT 19511.17 People that Use ICT in the Field of Education 19611.17.1 Teachers and their Use of ICT 19611.17.2 Students and their Use of ICT 19711.17.3 Department Heads and their Use of ICT 19811.17.4 IT Support and their Use of ICT 19811.18 Ease of Use of ICT 19911.19 Problems Encountered During ICT-Based Class 19911.19.1 Technical Problems 19911.19.2 Non-Technical Problems 20011.20 Recommendations 20011.21 Conclusion 201References 20112 Digital Tools for Interactive E-Content Development 203Raja Kannusamy12.1 Introduction 20412.2 Digital Learning 20412.3 Theories of Learning 20512.4 HTML5 Package (H5P) 20612.4.1 Course Presentation 20712.4.2 Branching Scenario 21112.4.3 Interactive Video 21612.4.4 Slack 22012.4.5 Camtasia 22112.4.6 Accordion 22112.4.7 Agamotto 22212.4.8 Documentation Tool 22212.4.9 Image Hotspots 22512.4.10 Image Juxtaposition 22612.4.11 Image Sequencing 22712.4.12 Interactive Book 22712.5 Conclusion 228References 22913 Analysis of Changing Landscape of Virtual Learning in India 231Dheva Rajan S. and M. G. Fajlul Kareem13.1 Introduction 23213.2 Affecting Elements in Organizations 23213.3 Dealing with Exceptional Youngsters 23813.4 ICT Tools in VL for Flipped, Blended Learning and its Pitfalls 24013.5 Conclusion, Further Discussion and Recommendations 246References 24914 The Real-Time Problems and Solutions in Online Classes for Students and Parents 253P. Gayathiri14.1 Introduction 25314.2 Objectives 25514.3 Problem Definition 25614.4 Contribution 25614.5 Related Methods 25714.6 Methodology 25914.6.1 Data Collection 26214.7 Results and Discussion 26314.7.1 Student Survey Report 26314.7.2 Parent Survey Report 26514.8 Advantages and Disadvantages of Online Classes 26914.8.1 Advantages of Online Classes 26914.8.2 Disadvantages of Online Classes 26914.9 Conclusion 272References 27315 An Investigation on Remote Teaching Approaches and The Social Impact of Distance Education 275Parul Dubey, Pushkar Dubey and Kailash Kumar Sahu15.1 Introduction 27515.2 Literature Review 27715.3 Online Classes 27915.4 Enhancing Online Meetings via the Use of Screen Sharing 28315.4.1 Enhance Comprehension 28315.4.2 Ensures Everyone is on the Same Page 28315.4.3 Facilitates Team Brainstorming 28315.4.4 Making a Real Team Effort Out of a Meeting 28415.4.5 Provides Assistance for People Who are Based Remotely 28415.5 e-Learning with New Tools and Practices 28415.6 Societal Effects of Remote Learning 28715.6.1 Impact of e-Learning on Children and Families 28715.6.2 Children’s Development as a Result of Online Education 28815.6.3 Social Growth 28915.6.4 Emotional Issues 29015.6.5 The Effects of Online Education on Family Life 29015.7 Conclusion 291References 29116 Performance and Security Issues Management During Online Classes 295Ashu Tomar, Vandana B. Patil, Raja M., Anagha Mahajan and Shubhendu Shekher Shukla16.1 Introduction 29616.1.1 Network Environment 29616.1.2 Network Environment in Online Class 29616.1.3 Challenges 29716.1.4 Security Issues in Online Class 29716.1.5 Data Encryption Standard 30016.1.6 Huffman Coding 30016.1.7 Paper Organization 30116.2 Related Work 30216.2.1 Researches in Area of Network Environment in Online Classes 30216.2.2 Researches in the Field of Cryptographic Security 30216.2.3 Researches in the Field of Data Compression 30316.3 Problem Statements 30516.4 Methodology Used in Proposed Work 30516.4.1 Internal Working of Proposed Work 30616.4.2 Data Compression Using Huffman Mechanism 30616.4.3 Comparison of AWS, Azure and Google Based Services 30616.5 Implementation 30816.5.1 Simulation for Time/Error/Packet Size 30916.5.1.1 Time Consumption 30916.5.1.2 Error Rate 31016.5.1.3 Packet Size 31116.5.2 MATLAB Simulation for Comparative Analysis of Security 31216.5.2.1 Man in Middle 31216.5.2.2 Brute Force Attack 31216.5.2.3 Denial of Services 31316.5.2.4 Application-Level Attack 31416.5.2.5 Attack by Malicious Insider 31616.6 Conclusions 31716.7 Scope of Research 318References 31817 Perceptions of Teachers and Students on the Use of Google Classroom in Teaching–Learning Process 321Subhadip Das and Santosh Kumar Behera17.1 Introduction 32117.2 Literature Review 32417.3 Objectives of the Study 32517.4 Hypotheses and Research Questions 32517.5 Methodology 32617.5.1 Delimitations 32617.5.2 Population 32617.5.3 Sample and Sampling Procedure 32617.5.4 Instrument 32617.5.5 Statistical Techniques 32717.6 Result and Discussion 32717.7 Limitations 33717.8 Educational Implications 33717.9 Conclusion 338References 33818 Critical Review of Computer-Based Technology and Student Engagement 341Ankita Pathak and Sunil Mishra18.1 Introduction 34118.2 Student Engagement 34318.3 Influence of Technology on Student Engagement 34518.3.1 Web-Conferencing 34518.3.2 Blogs 34618.3.3 Wikis 34618.3.4 Social Networking Sites 34718.3.5 Facebook 34718.3.6 Twitter 34818.3.7 Digital Games 34818.4 Discussion and Implications 34918.4.1 Methodological Limitations 34918.4.2 Areas for Future Research 35018.5 Recommendations for Practice 35118.6 Conclusion 352References 35219 Mediated Learning of the Writing Skill via Zoom by EFL Students 359Le Pham Hoai Huong19.1 Introduction 35919.2 Literature Review 36019.2.1 Cultural Artifacts in Sociocultural Theory 36019.2.2 Previous Studies 36119.3 Methodology 36219.3.1 The Participants 36219.3.2 Data Collection and Analysis 36319.4 Findings 36319.4.1 Mediated Learning of the Writing Skill with Peers via Zoom 36319.4.2 Mediated Learning of the Writing Skill with Instructors via Zoom 36519.4.3 Mediated Learning of the Writing Skill via Other Features of Zoom 36619.5 Discussion and Implications 36619.6 Conclusion 368References 36820 ICT Tools for Efficient Implementation of Blended and Flipped Learning Models 371Raghavendra C. K. and Madhuri M.20.1 Introduction 37120.2 Blended Learning 37220.2.1 Why Blended Learning? 37220.2.2 Types of BL Models 37320.2.3 Roles of Teachers and Learner 37420.2.4 Blended Learning in Use 37520.3 Flipped Learning 37520.3.1 Types of Flipped Learning 37620.3.2 Flipped Learning in Use 37720.4 ICT Tools 37920.4.1 Massive Open Online Course (MOOC) 37920.4.2 Swayam 37920.4.3 Learning Management System (LMS) 38020.4.4 Virtual Labs (VL) 38020.4.5 G-Suite for Education 38020.4.6 Microsoft Office 365 for Education 38120.4.7 Video Recording Apps 38120.5 Challenges 38220.6 Conclusion 383References 38421 Impact of Information and Communication Technology on Rural Economy: With Special Reference to Uttar Pradesh 387Aman Roshan, V. C. Sharma and Ram Singh21.1 Introduction 38821.2 ICT and its Linkages with Rural Economy 38921.3 Infrastructural Facilities 39021.4 Need of the Study 39121.5 Research Methodology 39221.6 Objectives of the Study 39221.7 Hypothesis of the Study 39221.8 Data Analysis and Interpretation 39321.9 Conclusion 39721.10 Limitations 39821.11 Future Scope of the Research 398References 39822 Prioritizing the Critical Success Factors of E-Learning Systems by Using DEMATEL 401Kiran Mehta and Renuka Sharma22.1 Introduction and Background 40122.2 Review of Literature 40522.2.1 Discussion/Dialogues (Student–Student, Instructor–Student) 40522.2.2 Course Design/Structure 40522.2.3 Students’ Motivation 40622.2.4 Instructor 40622.2.5 Self-Regulation 40722.3 Data Inputs and Research Methodology 40822.4 Discussion of Results 40922.4.1 Creating Matrix of Direct Effect 40922.4.2 Normalizing the Matrix of Direct-Influence 41022.4.3 Preparing the Matrix of the Total-Relation 41122.4.4 Creating Map of Impact Relationship Among Factors 41122.4.5 Cause and Effect 41322.5 Conclusion, Recommendations and Scope for Future Research 414References 41623 Online Education Goes Viral – A Phantom Over Mental Peace 421Lovleen Gupta, Srishti Jain and Abhin Narula23.1 Introduction 42123.1.1 Benefits of ‘Home Schoolivery’ 42223.1.2 Disparate Impact of E-Learning – Indirect Discrimination 42323.1.3 Mental Health – A Cog in the Wheel 42423.1.4 Walking Through the Old Lanes 42423.1.5 Woeful Inadequacy of Resources to Disseminate 42523.2 Review of Literature 42623.3 Research Methodology 42723.3.1 Objective 42823.4 Analysis and Interpretation 42823.5 Discussion of the Model 42923.6 Conclusion and Recommendation 43323.6.1 Questions in Pursuit of Answers 433References 435Index 437

Rohit Bansal, PhD, is an associate professor in the Department of Management Studies, Vaish College of Engineering, Rohtak, India. He has authored and edited 18 books as well as more than 120 research papers in journals. His areas of interest include marketing management, human resource management, virtual learning, organizational behavior, and services marketing. Ram Singh, PhD, is a professor at MM Institute of Management, Maharishi Markandeshwar University, Ambala, India. Dr. Singh has a teaching experience of 10 years at the UG & PG level. He has published 5 books and more than 20 research papers & articles in peer-reviewed journals. He has vast experience in teaching virtual learning and financial management. Amandeep Singh, PhD, is a professor at Chitkara Business School, Chitkara University, Punjab, India. His main areas of research are marketing and virtual learning pedagogy. He has served as Dean/Principal at various reputed universities and colleges. He has published about 50 research papers in various journals and conferences and edited 3 books. Kuldeep Chaudhary, PhD, is an assistant professor in the Department of Management, Indira Gandhi University. His areas of interest in teaching and research include digital marketing, brand management, e-learning, and service marketing. He has authored a book on brand management and edited two books on select contemporary topics of marketing management. He has authored twenty-two research papers and articles. Tareq Rasul, PhD, is a senior lecturer, Australian Institute of Business (AIB), Australia. He holds a doctorate in marketing from the University of South Australia, Australia and an MBA from the University of East London, United Kingdom. To date, he has published around 50 peer-reviewed journal articles, conference papers, and book chapters.

• Preface xvii1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type 1Edwin Hernan Ramirez-Asis, Jaheer Mukthar K.P., Rosario Margarita Yslado-Mendez, Nelson Francisco Cruz Castillo, Martha Esther Guerra-Muñoz and Guillermo Napoleon Pelaez-Diaz1.1 Introduction 21.2 Review of Related Literature 31.2.1 Personality Types 31.2.2 Academic Burnout 41.2.3 Variables Associated with Academic Burnout 41.2.4 Variables of the Academic Context 51.2.5 Environmental and/or Social Context 51.2.6 Intrapersonal Variables 51.3 Method 61.4 Results 71.4.1 Model Measurement 71.4.2 Convergent Validity 71.4.3 Discriminant Validity 81.4.4 Cross Loads 111.4.5 Structural Model 121.5 Discussion 121.6 Conclusion 13References 142 Virtual Classroom Platform Development 17Kodge B. G.2.1 Introduction 172.1.1 Free and Open Source Software 182.1.2 Review of Literature 182.1.3 Methodology 202.2 User Login/Registration Processes 212.2.1 Students’ Registration Process 212.2.2 Teachers’ Registration Process 212.2.3 Administrator’s Registration 232.3 Students E-Classroom 232.4 Teacher’s Control Panel 272.5 Administrator’s Control Panel 282.6 Live Videos Sessions 292.7 Online Examinations 302.7.1 Examination Login 302.7.2 Start Examination 312.7.3 Examination Page 322.8 Conclusion 33References 333 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India 35Suhel Sen and Asutosh Goswami3.1 Introduction 363.1.1 Scenario of COVID-19 Situation in West Bengal 373.2 Materials and Methods 403.2.1 Basic Principles of Quantitative Strategic Planning Matrix (QSPM) 413.3 Results and Discussion 423.3.1 Various Applications Used for Online Teaching 423.3.1.1 Google Meet 423.3.1.2 Zoom 433.3.1.3 Cisco Webex 433.4 SWOT Analysis of Online Education in Kolkata 433.4.1 Strengths 433.4.2 Weakness 453.4.3 Opportunity 463.4.4 Threats 483.5 Conclusion 56References 574 New Age Teaching Pedagogy: Innovative Teaching Methods and their Impact on Educational Performance of the Students 59Anoop Pandey, Mehak Mittal, Kamal Ahmad and Vaibhav Sharma4.1 Introduction 604.2 Teaching Pedagogy 614.3 Teacher Education in India 614.4 Modern Innovative Teaching Pedagogy 624.5 New Age Teaching Pedagogy: Need of the Hour 644.5.1 Transition 654.5.2 Technology 654.5.3 Innovative Tools 664.5.4 Training 664.5.5 Touch 664.6 Modern New Age Teaching Pedagogy 664.6.1 Learning by Design 664.6.2 Constructivism 664.6.3 Interactive Learning Environment 674.6.4 Collaborative Learning Environment 674.6.5 Spaced Learning Environment 674.6.6 Flipped Classroom Learning 674.6.7 Self-Learning 684.6.8 Gamification 684.6.9 Real-World Learning 684.6.10 Relationship Learning 684.6.11 Cross-Over Teaching and Learning 694.7 Modern Innovative Tools 694.7.1 Multimedia Learning 694.7.2 Mind Mapping 694.7.3 Chunking Strategy Learning 704.7.4 Virtual Reality Learning 704.7.5 Z to A Learning 704.7.6 Mnemonics Approach 704.7.7 Role Play 704.8 Conclusion 71References 725 Efficacy of V-Lab for Engineering Students during COVID- 19 75Shiny Duela J., Umamageswari A., Raja K. and Suresh S.5.1 Introduction 755.2 Materials and Methods: Sources and Importance of E-Learning and E-Teaching 765.2.1 Digital Platforms for Online Teaching 775.2.2 Virtual Platforms for Conducting Laboratory Online 805.2.2.1 Virtual Lab: An MHRD Initiative 815.2.2.2 Biotechnology and Biomedical Engineering Virtual Labs 815.2.2.3 Virtual Lab for Computer Science 825.2.3 Collaborative Learning Environs and Computer Models 825.2.3.1 OLabs 835.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India 845.4 Methodology 845.4.1 Objectives 845.4.2 Hypotheses 855.4.3 Research Design 855.4.4 Data Collection 855.4.5 Data Description and Sampling Plan 865.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders 875.5.1 Overall Interpretation 895.6 Findings and Discussions 895.7 Performance Assessment 915.7.1 Access Time and Number of Trials 915.7.2 Quality of Content Delivery 945.8 Conclusion 94References 946 Significance of e-Learning in Indian Modern Higher Education System: A Review 97Pooja Chaturvedi Sharma and Anoop Pandey6.1 Introduction 976.2 Review of Literature 996.2.1 e-Learning 1006.2.2 Learning Shift Toward Online 1006.2.3 e-Learning-Related Studies 1026.2.4 Importance of e-Learning 1036.2.5 Barriers or Disadvantages of e-Learning 1036.2.6 e-Learning and Higher Education 1036.3 Conclusion 107References 1077 Homeschooling: A Case Study Based on Delhi, India 111Neeru Sidana and Chitra Pandey7.1 Introduction 1117.2 Data Collection and Methodology 1147.3 Literature Review 1157.4 Data Analysis and Major Findings 1207.5 Survey 1247.5.1 Area 1247.5.2 Income Distribution 1247.5.3 Education Qualification 1247.5.4 Earning Member of Family 1257.5.5 Awareness About Homeschooling 1257.5.6 Likeliness to Adopt Homeschooling 1267.6 Policy Recommendations 1277.7 Regulation of Homeschooling in the USA 1287.8 Regulation of Homeschooling in the UK 1287.9 Roadmap for India 1297.10 Conclusion 1297.11 Challenges and Recommendations 130References 1318 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance 135Shalini Wadhwa and Mahendra Parihar8.1 Introduction 1358.1.1 Reasons for Undertaking Current Study and Methodology Adopted 1398.2 Sample and Population 1398.3 Findings of the Study 1408.3.1 Findings Related to Objective 1 1408.3.1.1 Hypothesis Testing 1408.3.2 Findings Related to Objective 2 1478.3.3 Findings Related to Objective 3 1478.3.3.1 Major Challenges in Online Mode of Teaching 1478.3.3.2 Effectiveness of Teaching Methods 1488.4 Discussion Based on the Study 1518.5 Conclusion 151References 1529 Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges 155Manoj Kumar and Pradeep Mamgain9.1 Introduction 1569.1.1 Purpose of the Chapter 1579.2 Generation Z Behavioral Feature 1579.3 Video-Based Learning Motives (VBLM) 1589.4 Video-Based Learning Platform 1609.5 Teachers Role Transformation 1629.6 Conclusion 1649.7 Limitation and Further Research Scope 164References 16510 Quantitative Monitoring and Analysis of Rare Symptoms of COVID- 19Infection: Application of a Text and Citation Management Software as a Tool 169Surajit Debnath10.1 Introduction: The COVID Pandemic 16910.2 Materials and Methods 17010.2.1 REVMAN Software 17010.2.2 Data Input Pane 17110.2.3 Systematic Application of REVMAN on COVID 19Rare Symptoms 17110.2.4 Database Scrutiny 17110.2.5 Combining BOOLEAN and MeSH Terms for Optimizing the Application Software 17110.2.6 Secondary Data on Rare Symptoms of COVID- 19 17210.2.7 Data Extraction 17210.2.8 Systematic Analysis 17310.2.9 Statistical Analysis 17410.3 Results and Discussion 17510.4 Conclusion 180References 18011 Role and Impact of ICT on Rapidly Advancing New Age Teaching Pedagogy in Higher Educational Institutions in Oman 185Rubina Ashmi Nabin11.1 Introduction 18611.1.1 Evolution of ICT in the Field of Higher Education in Oman 18611.1.2 ICT Tools Used for Teaching 18611.2 ICT Methodologies Adopted for Teaching 18611.3 Gaps Between Deliverables and Delivered 18711.3.1 Types of Gaps 18811.3.2 Product/Market Gap 18811.3.3 Performance Gap 18811.3.4 Manpower Gap 18811.4 Causes of the Technological Gaps 18811.5 Ways to Fill in the Gaps 18911.5.1 SWOT Analysis 18911.5.2 Fishbone – Cause and Effect Analysis of ICT in Education 19011.5.2.1 Language Barriers 19011.5.2.2 Ease of Access 19111.5.2.3 Privacy 19111.5.2.4 Technology 19111.5.3 McKinsey 7S Model 19211.6 ICT Training 19311.7 Importance of ICT Training in the Field of Education 19311.8 Updating ICT from Time to Time and Means of Growth in the Field of Education 19311.9 People Involved to be Trained for ICT 19311.10 Adapting to Changes 19311.11 Institutional Changes and ICT in Teaching 19411.12 Global Changes and ICT in Teaching 19411.13 Nationwide Changes and ICT in Teaching 19411.14 Climatic Changes and ICT in Teaching 19411.15 Types of Teaching Using ICT in Higher Educational Institutions 19511.15.1 On Campus Teaching 19511.15.2 Online Teaching 19511.15.3 Blended or Hybrid Mode Teaching 19511.15.3.1 Understanding Blended Learning 19511.15.3.2 Measures to be Followed in Order to Ensure Effective Blended Learning 19511.16 Analysis of ICT 19511.17 People that Use ICT in the Field of Education 19611.17.1 Teachers and their Use of ICT 19611.17.2 Students and their Use of ICT 19711.17.3 Department Heads and their Use of ICT 19811.17.4 IT Support and their Use of ICT 19811.18 Ease of Use of ICT 19911.19 Problems Encountered During ICT-Based Class 19911.19.1 Technical Problems 19911.19.2 Non-Technical Problems 20011.20 Recommendations 20011.21 Conclusion 201References 20112 Digital Tools for Interactive E-Content Development 203Raja Kannusamy12.1 Introduction 20412.2 Digital Learning 20412.3 Theories of Learning 20512.4 HTML5 Package (H5P) 20612.4.1 Course Presentation 20712.4.2 Branching Scenario 21112.4.3 Interactive Video 21612.4.4 Slack 22012.4.5 Camtasia 22112.4.6 Accordion 22112.4.7 Agamotto 22212.4.8 Documentation Tool 22212.4.9 Image Hotspots 22512.4.10 Image Juxtaposition 22612.4.11 Image Sequencing 22712.4.12 Interactive Book 22712.5 Conclusion 228References 22913 Analysis of Changing Landscape of Virtual Learning in India 231Dheva Rajan S. and M. G. Fajlul Kareem13.1 Introduction 23213.2 Affecting Elements in Organizations 23213.3 Dealing with Exceptional Youngsters 23813.4 ICT Tools in VL for Flipped, Blended Learning and its Pitfalls 24013.5 Conclusion, Further Discussion and Recommendations 246References 24914 The Real-Time Problems and Solutions in Online Classes for Students and Parents 253P. Gayathiri14.1 Introduction 25314.2 Objectives 25514.3 Problem Definition 25614.4 Contribution 25614.5 Related Methods 25714.6 Methodology 25914.6.1 Data Collection 26214.7 Results and Discussion 26314.7.1 Student Survey Report 26314.7.2 Parent Survey Report 26514.8 Advantages and Disadvantages of Online Classes 26914.8.1 Advantages of Online Classes 26914.8.2 Disadvantages of Online Classes 26914.9 Conclusion 272References 27315 An Investigation on Remote Teaching Approaches and The Social Impact of Distance Education 275Parul Dubey, Pushkar Dubey and Kailash Kumar Sahu15.1 Introduction 27515.2 Literature Review 27715.3 Online Classes 27915.4 Enhancing Online Meetings via the Use of Screen Sharing 28315.4.1 Enhance Comprehension 28315.4.2 Ensures Everyone is on the Same Page 28315.4.3 Facilitates Team Brainstorming 28315.4.4 Making a Real Team Effort Out of a Meeting 28415.4.5 Provides Assistance for People Who are Based Remotely 28415.5 e-Learning with New Tools and Practices 28415.6 Societal Effects of Remote Learning 28715.6.1 Impact of e-Learning on Children and Families 28715.6.2 Children’s Development as a Result of Online Education 28815.6.3 Social Growth 28915.6.4 Emotional Issues 29015.6.5 The Effects of Online Education on Family Life 29015.7 Conclusion 291References 29116 Performance and Security Issues Management During Online Classes 295Ashu Tomar, Vandana B. Patil, Raja M., Anagha Mahajan and Shubhendu Shekher Shukla16.1 Introduction 29616.1.1 Network Environment 29616.1.2 Network Environment in Online Class 29616.1.3 Challenges 29716.1.4 Security Issues in Online Class 29716.1.5 Data Encryption Standard 30016.1.6 Huffman Coding 30016.1.7 Paper Organization 30116.2 Related Work 30216.2.1 Researches in Area of Network Environment in Online Classes 30216.2.2 Researches in the Field of Cryptographic Security 30216.2.3 Researches in the Field of Data Compression 30316.3 Problem Statements 30516.4 Methodology Used in Proposed Work 30516.4.1 Internal Working of Proposed Work 30616.4.2 Data Compression Using Huffman Mechanism 30616.4.3 Comparison of AWS, Azure and Google Based Services 30616.5 Implementation 30816.5.1 Simulation for Time/Error/Packet Size 30916.5.1.1 Time Consumption 30916.5.1.2 Error Rate 31016.5.1.3 Packet Size 31116.5.2 MATLAB Simulation for Comparative Analysis of Security 31216.5.2.1 Man in Middle 31216.5.2.2 Brute Force Attack 31216.5.2.3 Denial of Services 31316.5.2.4 Application-Level Attack 31416.5.2.5 Attack by Malicious Insider 31616.6 Conclusions 31716.7 Scope of Research 318References 31817 Perceptions of Teachers and Students on the Use of Google Classroom in Teaching–Learning Process 321Subhadip Das and Santosh Kumar Behera17.1 Introduction 32117.2 Literature Review 32417.3 Objectives of the Study 32517.4 Hypotheses and Research Questions 32517.5 Methodology 32617.5.1 Delimitations 32617.5.2 Population 32617.5.3 Sample and Sampling Procedure 32617.5.4 Instrument 32617.5.5 Statistical Techniques 32717.6 Result and Discussion 32717.7 Limitations 33717.8 Educational Implications 33717.9 Conclusion 338References 33818 Critical Review of Computer-Based Technology and Student Engagement 341Ankita Pathak and Sunil Mishra18.1 Introduction 34118.2 Student Engagement 34318.3 Influence of Technology on Student Engagement 34518.3.1 Web-Conferencing 34518.3.2 Blogs 34618.3.3 Wikis 34618.3.4 Social Networking Sites 34718.3.5 Facebook 34718.3.6 Twitter 34818.3.7 Digital Games 34818.4 Discussion and Implications 34918.4.1 Methodological Limitations 34918.4.2 Areas for Future Research 35018.5 Recommendations for Practice 35118.6 Conclusion 352References 35219 Mediated Learning of the Writing Skill via Zoom by EFL Students 359Le Pham Hoai Huong19.1 Introduction 35919.2 Literature Review 36019.2.1 Cultural Artifacts in Sociocultural Theory 36019.2.2 Previous Studies 36119.3 Methodology 36219.3.1 The Participants 36219.3.2 Data Collection and Analysis 36319.4 Findings 36319.4.1 Mediated Learning of the Writing Skill with Peers via Zoom 36319.4.2 Mediated Learning of the Writing Skill with Instructors via Zoom 36519.4.3 Mediated Learning of the Writing Skill via Other Features of Zoom 36619.5 Discussion and Implications 36619.6 Conclusion 368References 36820 ICT Tools for Efficient Implementation of Blended and Flipped Learning Models 371Raghavendra C. K. and Madhuri M.20.1 Introduction 37120.2 Blended Learning 37220.2.1 Why Blended Learning? 37220.2.2 Types of BL Models 37320.2.3 Roles of Teachers and Learner 37420.2.4 Blended Learning in Use 37520.3 Flipped Learning 37520.3.1 Types of Flipped Learning 37620.3.2 Flipped Learning in Use 37720.4 ICT Tools 37920.4.1 Massive Open Online Course (MOOC) 37920.4.2 Swayam 37920.4.3 Learning Management System (LMS) 38020.4.4 Virtual Labs (VL) 38020.4.5 G-Suite for Education 38020.4.6 Microsoft Office 365 for Education 38120.4.7 Video Recording Apps 38120.5 Challenges 38220.6 Conclusion 383References 38421 Impact of Information and Communication Technology on Rural Economy: With Special Reference to Uttar Pradesh 387Aman Roshan, V. C. Sharma and Ram Singh21.1 Introduction 38821.2 ICT and its Linkages with Rural Economy 38921.3 Infrastructural Facilities 39021.4 Need of the Study 39121.5 Research Methodology 39221.6 Objectives of the Study 39221.7 Hypothesis of the Study 39221.8 Data Analysis and Interpretation 39321.9 Conclusion 39721.10 Limitations 39821.11 Future Scope of the Research 398References 39822 Prioritizing the Critical Success Factors of E-Learning Systems by Using DEMATEL 401Kiran Mehta and Renuka Sharma22.1 Introduction and Background 40122.2 Review of Literature 40522.2.1 Discussion/Dialogues (Student–Student, Instructor–Student) 40522.2.2 Course Design/Structure 40522.2.3 Students’ Motivation 40622.2.4 Instructor 40622.2.5 Self-Regulation 40722.3 Data Inputs and Research Methodology 40822.4 Discussion of Results 40922.4.1 Creating Matrix of Direct Effect 40922.4.2 Normalizing the Matrix of Direct-Influence 41022.4.3 Preparing the Matrix of the Total-Relation 41122.4.4 Creating Map of Impact Relationship Among Factors 41122.4.5 Cause and Effect 41322.5 Conclusion, Recommendations and Scope for Future Research 414References 41623 Online Education Goes Viral – A Phantom Over Mental Peace 421Lovleen Gupta, Srishti Jain and Abhin Narula23.1 Introduction 42123.1.1 Benefits of ‘Home Schoolivery’ 42223.1.2 Disparate Impact of E-Learning – Indirect Discrimination 42323.1.3 Mental Health – A Cog in the Wheel 42423.1.4 Walking Through the Old Lanes 42423.1.5 Woeful Inadequacy of Resources to Disseminate 42523.2 Review of Literature 42623.3 Research Methodology 42723.3.1 Objective 42823.4 Analysis and Interpretation 42823.5 Discussion of the Model 42923.6 Conclusion and Recommendation 43323.6.1 Questions in Pursuit of Answers 433References 435Index 437

Rohit Bansal, PhD, is an associate professor in the Department of Management Studies, Vaish College of Engineering, Rohtak, India. He has authored and edited 18 books as well as more than 120 research papers in journals. His areas of interest include marketing management, human resource management, virtual learning, organizational behavior, and services marketing. Ram Singh, PhD, is a professor at MM Institute of Management, Maharishi Markandeshwar University, Ambala, India. Dr. Singh has a teaching experience of 10 years at the UG & PG level. He has published 5 books and more than 20 research papers & articles in peer-reviewed journals. He has vast experience in teaching virtual learning and financial management. Amandeep Singh, PhD, is a professor at Chitkara Business School, Chitkara University, Punjab, India. His main areas of research are marketing and virtual learning pedagogy. He has served as Dean/Principal at various reputed universities and colleges. He has published about 50 research papers in various journals and conferences and edited 3 books. Kuldeep Chaudhary, PhD, is an assistant professor in the Department of Management, Indira Gandhi University. His areas of interest in teaching and research include digital marketing, brand management, e-learning, and service marketing. He has authored a book on brand management and edited two books on select contemporary topics of marketing management. He has authored twenty-two research papers and articles. Tareq Rasul, PhD, is a senior lecturer, Australian Institute of Business (AIB), Australia. He holds a doctorate in marketing from the University of South Australia, Australia and an MBA from the University of East London, United Kingdom. To date, he has published around 50 peer-reviewed journal articles, conference papers, and book chapters.

• Preface xvii1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type 1Edwin Hernan Ramirez-Asis, Jaheer Mukthar K.P., Rosario Margarita Yslado-Mendez, Nelson Francisco Cruz Castillo, Martha Esther Guerra-Muñoz and Guillermo Napoleon Pelaez-Diaz1.1 Introduction 21.2 Review of Related Literature 31.2.1 Personality Types 31.2.2 Academic Burnout 41.2.3 Variables Associated with Academic Burnout 41.2.4 Variables of the Academic Context 51.2.5 Environmental and/or Social Context 51.2.6 Intrapersonal Variables 51.3 Method 61.4 Results 71.4.1 Model Measurement 71.4.2 Convergent Validity 71.4.3 Discriminant Validity 81.4.4 Cross Loads 111.4.5 Structural Model 121.5 Discussion 121.6 Conclusion 13References 142 Virtual Classroom Platform Development 17Kodge B. G.2.1 Introduction 172.1.1 Free and Open Source Software 182.1.2 Review of Literature 182.1.3 Methodology 202.2 User Login/Registration Processes 212.2.1 Students’ Registration Process 212.2.2 Teachers’ Registration Process 212.2.3 Administrator’s Registration 232.3 Students E-Classroom 232.4 Teacher’s Control Panel 272.5 Administrator’s Control Panel 282.6 Live Videos Sessions 292.7 Online Examinations 302.7.1 Examination Login 302.7.2 Start Examination 312.7.3 Examination Page 322.8 Conclusion 33References 333 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India 35Suhel Sen and Asutosh Goswami3.1 Introduction 363.1.1 Scenario of COVID-19 Situation in West Bengal 373.2 Materials and Methods 403.2.1 Basic Principles of Quantitative Strategic Planning Matrix (QSPM) 413.3 Results and Discussion 423.3.1 Various Applications Used for Online Teaching 423.3.1.1 Google Meet 423.3.1.2 Zoom 433.3.1.3 Cisco Webex 433.4 SWOT Analysis of Online Education in Kolkata 433.4.1 Strengths 433.4.2 Weakness 453.4.3 Opportunity 463.4.4 Threats 483.5 Conclusion 56References 574 New Age Teaching Pedagogy: Innovative Teaching Methods and their Impact on Educational Performance of the Students 59Anoop Pandey, Mehak Mittal, Kamal Ahmad and Vaibhav Sharma4.1 Introduction 604.2 Teaching Pedagogy 614.3 Teacher Education in India 614.4 Modern Innovative Teaching Pedagogy 624.5 New Age Teaching Pedagogy: Need of the Hour 644.5.1 Transition 654.5.2 Technology 654.5.3 Innovative Tools 664.5.4 Training 664.5.5 Touch 664.6 Modern New Age Teaching Pedagogy 664.6.1 Learning by Design 664.6.2 Constructivism 664.6.3 Interactive Learning Environment 674.6.4 Collaborative Learning Environment 674.6.5 Spaced Learning Environment 674.6.6 Flipped Classroom Learning 674.6.7 Self-Learning 684.6.8 Gamification 684.6.9 Real-World Learning 684.6.10 Relationship Learning 684.6.11 Cross-Over Teaching and Learning 694.7 Modern Innovative Tools 694.7.1 Multimedia Learning 694.7.2 Mind Mapping 694.7.3 Chunking Strategy Learning 704.7.4 Virtual Reality Learning 704.7.5 Z to A Learning 704.7.6 Mnemonics Approach 704.7.7 Role Play 704.8 Conclusion 71References 725 Efficacy of V-Lab for Engineering Students during COVID- 19 75Shiny Duela J., Umamageswari A., Raja K. and Suresh S.5.1 Introduction 755.2 Materials and Methods: Sources and Importance of E-Learning and E-Teaching 765.2.1 Digital Platforms for Online Teaching 775.2.2 Virtual Platforms for Conducting Laboratory Online 805.2.2.1 Virtual Lab: An MHRD Initiative 815.2.2.2 Biotechnology and Biomedical Engineering Virtual Labs 815.2.2.3 Virtual Lab for Computer Science 825.2.3 Collaborative Learning Environs and Computer Models 825.2.3.1 OLabs 835.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India 845.4 Methodology 845.4.1 Objectives 845.4.2 Hypotheses 855.4.3 Research Design 855.4.4 Data Collection 855.4.5 Data Description and Sampling Plan 865.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders 875.5.1 Overall Interpretation 895.6 Findings and Discussions 895.7 Performance Assessment 915.7.1 Access Time and Number of Trials 915.7.2 Quality of Content Delivery 945.8 Conclusion 94References 946 Significance of e-Learning in Indian Modern Higher Education System: A Review 97Pooja Chaturvedi Sharma and Anoop Pandey6.1 Introduction 976.2 Review of Literature 996.2.1 e-Learning 1006.2.2 Learning Shift Toward Online 1006.2.3 e-Learning-Related Studies 1026.2.4 Importance of e-Learning 1036.2.5 Barriers or Disadvantages of e-Learning 1036.2.6 e-Learning and Higher Education 1036.3 Conclusion 107References 1077 Homeschooling: A Case Study Based on Delhi, India 111Neeru Sidana and Chitra Pandey7.1 Introduction 1117.2 Data Collection and Methodology 1147.3 Literature Review 1157.4 Data Analysis and Major Findings 1207.5 Survey 1247.5.1 Area 1247.5.2 Income Distribution 1247.5.3 Education Qualification 1247.5.4 Earning Member of Family 1257.5.5 Awareness About Homeschooling 1257.5.6 Likeliness to Adopt Homeschooling 1267.6 Policy Recommendations 1277.7 Regulation of Homeschooling in the USA 1287.8 Regulation of Homeschooling in the UK 1287.9 Roadmap for India 1297.10 Conclusion 1297.11 Challenges and Recommendations 130References 1318 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance 135Shalini Wadhwa and Mahendra Parihar8.1 Introduction 1358.1.1 Reasons for Undertaking Current Study and Methodology Adopted 1398.2 Sample and Population 1398.3 Findings of the Study 1408.3.1 Findings Related to Objective 1 1408.3.1.1 Hypothesis Testing 1408.3.2 Findings Related to Objective 2 1478.3.3 Findings Related to Objective 3 1478.3.3.1 Major Challenges in Online Mode of Teaching 1478.3.3.2 Effectiveness of Teaching Methods 1488.4 Discussion Based on the Study 1518.5 Conclusion 151References 1529 Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges 155Manoj Kumar and Pradeep Mamgain9.1 Introduction 1569.1.1 Purpose of the Chapter 1579.2 Generation Z Behavioral Feature 1579.3 Video-Based Learning Motives (VBLM) 1589.4 Video-Based Learning Platform 1609.5 Teachers Role Transformation 1629.6 Conclusion 1649.7 Limitation and Further Research Scope 164References 16510 Quantitative Monitoring and Analysis of Rare Symptoms of COVID- 19Infection: Application of a Text and Citation Management Software as a Tool 169Surajit Debnath10.1 Introduction: The COVID Pandemic 16910.2 Materials and Methods 17010.2.1 REVMAN Software 17010.2.2 Data Input Pane 17110.2.3 Systematic Application of REVMAN on COVID 19Rare Symptoms 17110.2.4 Database Scrutiny 17110.2.5 Combining BOOLEAN and MeSH Terms for Optimizing the Application Software 17110.2.6 Secondary Data on Rare Symptoms of COVID- 19 17210.2.7 Data Extraction 17210.2.8 Systematic Analysis 17310.2.9 Statistical Analysis 17410.3 Results and Discussion 17510.4 Conclusion 180References 18011 Role and Impact of ICT on Rapidly Advancing New Age Teaching Pedagogy in Higher Educational Institutions in Oman 185Rubina Ashmi Nabin11.1 Introduction 18611.1.1 Evolution of ICT in the Field of Higher Education in Oman 18611.1.2 ICT Tools Used for Teaching 18611.2 ICT Methodologies Adopted for Teaching 18611.3 Gaps Between Deliverables and Delivered 18711.3.1 Types of Gaps 18811.3.2 Product/Market Gap 18811.3.3 Performance Gap 18811.3.4 Manpower Gap 18811.4 Causes of the Technological Gaps 18811.5 Ways to Fill in the Gaps 18911.5.1 SWOT Analysis 18911.5.2 Fishbone – Cause and Effect Analysis of ICT in Education 19011.5.2.1 Language Barriers 19011.5.2.2 Ease of Access 19111.5.2.3 Privacy 19111.5.2.4 Technology 19111.5.3 McKinsey 7S Model 19211.6 ICT Training 19311.7 Importance of ICT Training in the Field of Education 19311.8 Updating ICT from Time to Time and Means of Growth in the Field of Education 19311.9 People Involved to be Trained for ICT 19311.10 Adapting to Changes 19311.11 Institutional Changes and ICT in Teaching 19411.12 Global Changes and ICT in Teaching 19411.13 Nationwide Changes and ICT in Teaching 19411.14 Climatic Changes and ICT in Teaching 19411.15 Types of Teaching Using ICT in Higher Educational Institutions 19511.15.1 On Campus Teaching 19511.15.2 Online Teaching 19511.15.3 Blended or Hybrid Mode Teaching 19511.15.3.1 Understanding Blended Learning 19511.15.3.2 Measures to be Followed in Order to Ensure Effective Blended Learning 19511.16 Analysis of ICT 19511.17 People that Use ICT in the Field of Education 19611.17.1 Teachers and their Use of ICT 19611.17.2 Students and their Use of ICT 19711.17.3 Department Heads and their Use of ICT 19811.17.4 IT Support and their Use of ICT 19811.18 Ease of Use of ICT 19911.19 Problems Encountered During ICT-Based Class 19911.19.1 Technical Problems 19911.19.2 Non-Technical Problems 20011.20 Recommendations 20011.21 Conclusion 201References 20112 Digital Tools for Interactive E-Content Development 203Raja Kannusamy12.1 Introduction 20412.2 Digital Learning 20412.3 Theories of Learning 20512.4 HTML5 Package (H5P) 20612.4.1 Course Presentation 20712.4.2 Branching Scenario 21112.4.3 Interactive Video 21612.4.4 Slack 22012.4.5 Camtasia 22112.4.6 Accordion 22112.4.7 Agamotto 22212.4.8 Documentation Tool 22212.4.9 Image Hotspots 22512.4.10 Image Juxtaposition 22612.4.11 Image Sequencing 22712.4.12 Interactive Book 22712.5 Conclusion 228References 22913 Analysis of Changing Landscape of Virtual Learning in India 231Dheva Rajan S. and M. G. Fajlul Kareem13.1 Introduction 23213.2 Affecting Elements in Organizations 23213.3 Dealing with Exceptional Youngsters 23813.4 ICT Tools in VL for Flipped, Blended Learning and its Pitfalls 24013.5 Conclusion, Further Discussion and Recommendations 246References 24914 The Real-Time Problems and Solutions in Online Classes for Students and Parents 253P. Gayathiri14.1 Introduction 25314.2 Objectives 25514.3 Problem Definition 25614.4 Contribution 25614.5 Related Methods 25714.6 Methodology 25914.6.1 Data Collection 26214.7 Results and Discussion 26314.7.1 Student Survey Report 26314.7.2 Parent Survey Report 26514.8 Advantages and Disadvantages of Online Classes 26914.8.1 Advantages of Online Classes 26914.8.2 Disadvantages of Online Classes 26914.9 Conclusion 272References 27315 An Investigation on Remote Teaching Approaches and The Social Impact of Distance Education 275Parul Dubey, Pushkar Dubey and Kailash Kumar Sahu15.1 Introduction 27515.2 Literature Review 27715.3 Online Classes 27915.4 Enhancing Online Meetings via the Use of Screen Sharing 28315.4.1 Enhance Comprehension 28315.4.2 Ensures Everyone is on the Same Page 28315.4.3 Facilitates Team Brainstorming 28315.4.4 Making a Real Team Effort Out of a Meeting 28415.4.5 Provides Assistance for People Who are Based Remotely 28415.5 e-Learning with New Tools and Practices 28415.6 Societal Effects of Remote Learning 28715.6.1 Impact of e-Learning on Children and Families 28715.6.2 Children’s Development as a Result of Online Education 28815.6.3 Social Growth 28915.6.4 Emotional Issues 29015.6.5 The Effects of Online Education on Family Life 29015.7 Conclusion 291References 29116 Performance and Security Issues Management During Online Classes 295Ashu Tomar, Vandana B. Patil, Raja M., Anagha Mahajan and Shubhendu Shekher Shukla16.1 Introduction 29616.1.1 Network Environment 29616.1.2 Network Environment in Online Class 29616.1.3 Challenges 29716.1.4 Security Issues in Online Class 29716.1.5 Data Encryption Standard 30016.1.6 Huffman Coding 30016.1.7 Paper Organization 30116.2 Related Work 30216.2.1 Researches in Area of Network Environment in Online Classes 30216.2.2 Researches in the Field of Cryptographic Security 30216.2.3 Researches in the Field of Data Compression 30316.3 Problem Statements 30516.4 Methodology Used in Proposed Work 30516.4.1 Internal Working of Proposed Work 30616.4.2 Data Compression Using Huffman Mechanism 30616.4.3 Comparison of AWS, Azure and Google Based Services 30616.5 Implementation 30816.5.1 Simulation for Time/Error/Packet Size 30916.5.1.1 Time Consumption 30916.5.1.2 Error Rate 31016.5.1.3 Packet Size 31116.5.2 MATLAB Simulation for Comparative Analysis of Security 31216.5.2.1 Man in Middle 31216.5.2.2 Brute Force Attack 31216.5.2.3 Denial of Services 31316.5.2.4 Application-Level Attack 31416.5.2.5 Attack by Malicious Insider 31616.6 Conclusions 31716.7 Scope of Research 318References 31817 Perceptions of Teachers and Students on the Use of Google Classroom in Teaching–Learning Process 321Subhadip Das and Santosh Kumar Behera17.1 Introduction 32117.2 Literature Review 32417.3 Objectives of the Study 32517.4 Hypotheses and Research Questions 32517.5 Methodology 32617.5.1 Delimitations 32617.5.2 Population 32617.5.3 Sample and Sampling Procedure 32617.5.4 Instrument 32617.5.5 Statistical Techniques 32717.6 Result and Discussion 32717.7 Limitations 33717.8 Educational Implications 33717.9 Conclusion 338References 33818 Critical Review of Computer-Based Technology and Student Engagement 341Ankita Pathak and Sunil Mishra18.1 Introduction 34118.2 Student Engagement 34318.3 Influence of Technology on Student Engagement 34518.3.1 Web-Conferencing 34518.3.2 Blogs 34618.3.3 Wikis 34618.3.4 Social Networking Sites 34718.3.5 Facebook 34718.3.6 Twitter 34818.3.7 Digital Games 34818.4 Discussion and Implications 34918.4.1 Methodological Limitations 34918.4.2 Areas for Future Research 35018.5 Recommendations for Practice 35118.6 Conclusion 352References 35219 Mediated Learning of the Writing Skill via Zoom by EFL Students 359Le Pham Hoai Huong19.1 Introduction 35919.2 Literature Review 36019.2.1 Cultural Artifacts in Sociocultural Theory 36019.2.2 Previous Studies 36119.3 Methodology 36219.3.1 The Participants 36219.3.2 Data Collection and Analysis 36319.4 Findings 36319.4.1 Mediated Learning of the Writing Skill with Peers via Zoom 36319.4.2 Mediated Learning of the Writing Skill with Instructors via Zoom 36519.4.3 Mediated Learning of the Writing Skill via Other Features of Zoom 36619.5 Discussion and Implications 36619.6 Conclusion 368References 36820 ICT Tools for Efficient Implementation of Blended and Flipped Learning Models 371Raghavendra C. K. and Madhuri M.20.1 Introduction 37120.2 Blended Learning 37220.2.1 Why Blended Learning? 37220.2.2 Types of BL Models 37320.2.3 Roles of Teachers and Learner 37420.2.4 Blended Learning in Use 37520.3 Flipped Learning 37520.3.1 Types of Flipped Learning 37620.3.2 Flipped Learning in Use 37720.4 ICT Tools 37920.4.1 Massive Open Online Course (MOOC) 37920.4.2 Swayam 37920.4.3 Learning Management System (LMS) 38020.4.4 Virtual Labs (VL) 38020.4.5 G-Suite for Education 38020.4.6 Microsoft Office 365 for Education 38120.4.7 Video Recording Apps 38120.5 Challenges 38220.6 Conclusion 383References 38421 Impact of Information and Communication Technology on Rural Economy: With Special Reference to Uttar Pradesh 387Aman Roshan, V. C. Sharma and Ram Singh21.1 Introduction 38821.2 ICT and its Linkages with Rural Economy 38921.3 Infrastructural Facilities 39021.4 Need of the Study 39121.5 Research Methodology 39221.6 Objectives of the Study 39221.7 Hypothesis of the Study 39221.8 Data Analysis and Interpretation 39321.9 Conclusion 39721.10 Limitations 39821.11 Future Scope of the Research 398References 39822 Prioritizing the Critical Success Factors of E-Learning Systems by Using DEMATEL 401Kiran Mehta and Renuka Sharma22.1 Introduction and Background 40122.2 Review of Literature 40522.2.1 Discussion/Dialogues (Student–Student, Instructor–Student) 40522.2.2 Course Design/Structure 40522.2.3 Students’ Motivation 40622.2.4 Instructor 40622.2.5 Self-Regulation 40722.3 Data Inputs and Research Methodology 40822.4 Discussion of Results 40922.4.1 Creating Matrix of Direct Effect 40922.4.2 Normalizing the Matrix of Direct-Influence 41022.4.3 Preparing the Matrix of the Total-Relation 41122.4.4 Creating Map of Impact Relationship Among Factors 41122.4.5 Cause and Effect 41322.5 Conclusion, Recommendations and Scope for Future Research 414References 41623 Online Education Goes Viral – A Phantom Over Mental Peace 421Lovleen Gupta, Srishti Jain and Abhin Narula23.1 Introduction 42123.1.1 Benefits of ‘Home Schoolivery’ 42223.1.2 Disparate Impact of E-Learning – Indirect Discrimination 42323.1.3 Mental Health – A Cog in the Wheel 42423.1.4 Walking Through the Old Lanes 42423.1.5 Woeful Inadequacy of Resources to Disseminate 42523.2 Review of Literature 42623.3 Research Methodology 42723.3.1 Objective 42823.4 Analysis and Interpretation 42823.5 Discussion of the Model 42923.6 Conclusion and Recommendation 43323.6.1 Questions in Pursuit of Answers 433References 435Index 437