Meet the editor

Dr. M. Mahruf C. Shohel is currently working at the Doctoral College, University of Surrey, United Kingdom. Prior to his current role, Dr. Shohel worked for several British universities since completing his doctoral studies at the University of Manchester. He is an academic researcher with special interests in education, childhood studies, international development, teachers' professional development, technology-enhanced learning, and social

science research methods. Most recently, he has taught "Digital Learning in Emergencies" for postgraduates at the University of Geneva, Switzerland. He has written extensively on development issues in the Global South and conducted research on disadvantaged children including socioeconomically deprived children, street children, sex workers' children, and displaced refugee children. Currently, Dr. Shohel is engaged in the fields of education in emergencies, education for sustainable development and global citizenship, emerging technologies in education, students' learning journeys and their engagement, and teaching and learning in higher education.

Contents

**Section 1**

*by Emad Saleh*

Performance

System

**Section 2**

*and Françoise Jérôme*

*by Mildred Atieno Ayere*

**Preface XI**

E-Learning **1**

**Chapter 1 3**

**Chapter 2 23**

**Chapter 3 39**

**Chapter 4 59**

Blended Learning **81**

**Chapter 5 83**

**Chapter 6 103**

Knotworking as an Analytical Tool for Designing E-Learning

Using E-Learning Platform for Enhancing Teaching and Learning in the Field of Social Work at Sultan Qaboos University, Oman

The Impact of Online Learning Strategies on Students' Academic

A Model of the Continual Adaptive Online Knowledge Assessment

Blended Learning in Higher Education: Faculty Perspective through

*by Miran Zlatović, Igor Balaban and Željko Hutinski*

*by Dominique Verpoorten, Johanne Huart, Pascal Detroz* 

Mainstreaming Blended Learning in a Low-Income University

the Lens of the Planned Behaviour Theory

While Targeting Industry Competence Needs *by Monika Hattinger and Maria Spante*

*by Khaled Hamdan and Abid Amorri*

## Contents



Preface

Over time, e-learning has evolved and changed the landscape of teaching and learning at all levels of education. Emerging learning technologies have made e-learning very diverse in its forms and applications in education, training, and life-long learning. It has created indispensable opportunities to support face-to-face, blended, hybrid, or online courses. Due to the digital transformation of everyday practice, the process of education has become more complicated yet still accessible for diverse groups of learners. The role of teachers has become more complex, as teachers are no longer the only sources of information and knowledge for their students. Formally or informally, educators need to help learners develop new competencies and prepare them for the unknown future in the fast-growing and evolving labour market. The new generations of digital natives are growing up with a set of skills in engaging with the digital world. Blended learning and open and distance learning (ODL) approaches are increasingly being used and becoming the norm in formal, nonformal, and informal educational programmes across the globe. Therefore, to facilitate continuous improvements, flexibility, and accessibility in e-learning and digital education, it is essential to understand the challenges and

opportunities by exploring current theories, policies, and practices.

next "new normal."

the COVID-19 Pandemic."

Section 1: E-Learning

Though this book was planned before the unprecedented COVID-19 pandemic, the effects and impacts of this global crisis on the global education system is reflected in different chapters. During the pandemic, the education sector worldwide has faced unprecedented disruption, which has created a situation in which addressing learning loss and inequality has become paramount. This is affecting the rapidly changing landscape of education and digital transformation. Emergency remote education has forced educators and learners to adopt blended, distance, and hybrid teaching and learning approaches as the "new normal" practice. Therefore, in the context of emergency remote education, teaching and learning constitute a serious challenge for both educators and learners to adopt new teaching and learning strategies to attain effective educational outcomes. Different chapters in this book reflect on the challenges educators and learners face during their transition to the

This book includes fourteen chapters written by academics from different parts of the world based on their own practice and research. It consists of four sections: "E-Learning,"; "Blended Learning"; "Education in Emergencies"; and "Impact of

Chapter 1, "Knotworking as an Analytical Tool for Designing E-Learning While Targeting Industry Competence Needs," outlines challenges and opportunities for teachers in higher education in designing e-learning courses targeting practitioners' development of competency in production technology knowledge. Teachers are challenged to develop up-to-date learning material and digitize learning tasks such as virtual labs and machine-related cases that align with workplace knowledge needs. Design work used for campus-based education is argued to be insufficient
