Call for Book Chapters: "Elearning and the Transformation of Education Post COVID-19"

Vernon Press invites book chapter proposals for an edited collection on “Elearning and the Transformation of Education Post COVID-19 ICERI2022, November 7 to 9, was one of the first “masks out” and truly international events about research on the technology of education after the pandemic. As such, many of the communications registered changes that were triggered or magnified by the confinement of students and teachers during the pandemic’s peak period of 2020-21. The scope of these changes is broad but focuses mostly on eLearning, the use of technologies in education, distributed pedagogy approaches, data-driven practices, and open educational policies.

It is a contend of many researchers and practitioners, including this book’s editors, that COVID-19 accelerated a transformation of educational systems that already was taking place during the initial decades of the twenty-first century. Namely, the emergence and now prevalence of learning through electronic and digital media, commonly termed eLearning; a change that is here to stay and become deeper with the advancement of the Century. This transformation is particularly significant for Higher Education, Continuing Education, and Corporate Training; therefore, students, teachers, and researchers in these areas are the main clientele for this book.

The scope of the present call has the general theme of “Elearning and the Transformation of Education Post COVID-19”. All issues pertaining to the impact of COVID-19 on the present and future of education at all levels are considered. We initially systematized them into the following titles and sub-titles (but are not limited to them):

• Systemic Views of Education Post COVID-19

  • From Face-to-Face to Virtual Learning Ecosystems

  • Empowering Learning Communities

  • Lessons Learned from COVID-19

  • How Have Teaching and Learning Changed after COVID-19

  • How Has the School or Institution Administration Changed

• Changes in Design, Technology, and Methods

  • Hybrid and Online Learning

  • Games and Gamification

  • Personalized and Distributed Learning

  • Do It Yourself or Constructionist Approaches

  • Computational Thinking

  • Artificial Intelligence and Course Design

  • Immersive Learning

  • Case studies or examples of the redesign of specific disciplines on any of the above

• Changes in the Mode of Delivery

  • Digital, Virtual, or Hybrid Universities

  • Virtual Laboratories and Webinars, Online Museums

  • Teaching with Zoom or Similar Platforms

  • Virtual Reality Classrooms or Labs

  • The transition from Face-To-Face to Remote Learning

• Data-Driven Practices and Learning Analytics

  • Online Test Practices, Personalized Testing, and Other Assessment Enhancements

  • Analysis of Working Indicators of Online Learning

  • Predictive Analytics of Student Success

  • Longitudinal Studies of Student Performance

• New Pedagogical Approaches

  • Digital Pedagogies

  • Post-Pandemic Instructional Design

  • Formation of Soft Skills in the Virtual World

  • Tutoring in the Virtual World

  • Communities of Practice

• Some Persisting Issues

  • Student Attrition in Online Learning

  • Students’ and Teachers’ Perceptions of Learning Online vs. In-Presence

  • Correlates Between Online Participation and Learning

  • Cyberbullying as a Possible Risk for Learners

  • School-Business Partnerships after the Pandemic

Further conditions for papers submitted for publication in this volume are the following: (1) Issue date after Jan 2020, (2) the paper presents some evidence of changes after COVID-19 pandemic.

Please send your book chapter proposals (including a minimum 300-word abstract and a short bio) to Fabio Chacon (fchacon@bowiestate.edu) by July 31, 2023. For more information about submitting a proposal, please send your questions to submissions@vernonpress.com or contact Irene Benabides at irene.benabides@vernonpress.com