TY  - BOOK
AU  - Gamage, Kelum
TI  - COVID-2019 Impacts on Education Systems and Future of Higher Education
SN  - 9783040000000
KW  - COVID-19||coronavirus infections||pandemics||qualitative research||nursing students||student experiences||student perceptions||student safety||3D printing||CAD/CAM||engineering education||tutorial||educational outcomes||e-learning||critical success factors||distance learning||COVID-19/Coronavirus pandemic||AHP-TOPSIS||COVID-19 pandemic||global mobility||higher education||internationalization||structural equation modeling (SEM)||multi-group invariance analysis||graduate education/research||chemical engineering||bioenergetics||biotechnology||student/career counseling||electrical engineering education||COVID19||outcome-based education (OBE)||learning sciences||pedagogy||pandemic||student learning||online delivery||laboratory workshops||academic integrity||remote learning and teaching||emergency remote teaching||compassion||engineering||student experience||undergraduate students||general chemistry||curriculum||assessment||laboratory learning||asynchronous assessment||health education||eLearning||online classes||examination system||electronic educational environment||online education||online teaching challenges||university mathematics professors||teaching mathematics at a distance||blackboard teacher||teacher beliefs||online teaching||urban design||public health||technology||EdTech||research methods||physical therapist educators||online teaching and learning||school response||university response||testing situations||testing challenges||college student||learning experience||survey||anxiety||depression||learning mode||faculty attitudes||emergency online teaching||interviews||Coronavirus Anxiety Scale||psychology||working and social adjustment scale||GAD-7||functional impairment||history of education in England||apprenticeship schemes||the Triple Helix Concept||change management||technological colleges||IT in education||resilience||university students||confinement||student engagement||heart rate||active learning||non-self-report||self-report||predominantly undergraduate institutions||cheating||course materials||data analysis||education||learning||online||teaching||postgraduate||online learning and teaching||blended online learning||post-pandemic||digital capabilities||social identity||wellbeing||deaf and hard of hearing||accessibility||Saudi Arabia||Sars-CoV2||PLS-SEM||Ecuador||educational impact
UR  - https://mdpi.com/books/pdfview/book/4845
ER  -