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230515 ||| eng |
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|a books978-3-0365-6461-6
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|a 9783036564609
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|a 9783036564616
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|a García, Boni
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|a The Effects of the COVID-19 Pandemic on the Digital Competence of Educators
|h Elektronische Ressource
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| 260 |
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|a Basel
|b MDPI - Multidisciplinary Digital Publishing Institute
|c 2023
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| 300 |
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|a 1 electronic resource (286 p.)
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|a music art
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|a digital storytelling
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|a spring 2020
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|a breakout groups
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|a COVID-19 epidemic
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|a pandemic
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|a online participation
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|a computer-mediated communication
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|a post-pandemic
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|a mathematics education
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|a students' utilization
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|a university teachers
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|a History of engineering & technology / bicssc
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|a graded reading
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|a mobile learning
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|a Technology: general issues / bicssc
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|a proper implementations
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|a class loyalty
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|a digital competence
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|a well-structured questionnaires
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|a behavior intention
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|a learning process
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|a convolution neural network
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|a interdisciplinary assignments
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|a relational coordination
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|a digital media implementation
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|a distance learning
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|a virtual learning
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|a e-learning
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|a KSA
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|a administrators
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|a collaboration
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|a collaborative learning
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|a sociality
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|a visual art subjects
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| 653 |
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|a teacher-student relation
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| 653 |
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|a music subjects
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|a elementary education
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|a EFL
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|a technology
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|a n/a
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|a TAM and TUT
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|a school closures
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|a reading websites/applications
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| 653 |
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|a scaffolding strategy
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| 653 |
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|a secondary school teachers
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|a game-based learning
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|a general education
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|a E-learning
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|a decision-making
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|a cross-curricular integration
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|a group
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|a teaching learning center (TLC)
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|a face-to-face learning
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| 653 |
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|a educational technology
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| 653 |
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|a COVID-19
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|a un-professionalism
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| 653 |
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|a Saudi Arabia
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|a Austria
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| 653 |
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|a mobile games
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| 653 |
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|a online learning
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|a L2 learners
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|a will-skill-tool model
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|a cooperative competence
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|a translation
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|a visual art
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|a remote teaching
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| 653 |
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|a learning algorithms
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| 653 |
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|a sustainability
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| 653 |
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|a soft skills
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| 653 |
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|a learning media
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| 653 |
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|a competence
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| 653 |
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|a predictive validity
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| 653 |
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|a social presence theory
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| 653 |
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|a ICT
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| 653 |
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|a TAM
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| 700 |
1 |
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|a Alario-Hoyos, Carlos
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| 700 |
1 |
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|a Pérez-Sanagustín, Mar
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| 700 |
1 |
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|a Morales, Miguel
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| 041 |
0 |
7 |
|a eng
|2 ISO 639-2
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| 989 |
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|b DOAB
|a Directory of Open Access Books
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| 500 |
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|a Creative Commons (cc), https://creativecommons.org/licenses/by/4.0/
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| 028 |
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|a 10.3390/books978-3-0365-6461-6
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| 856 |
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|u https://www.mdpi.com/books/pdfview/book/6698
|7 0
|x Verlag
|3 Volltext
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|u https://directory.doabooks.org/handle/20.500.12854/96752
|z DOAB: description of the publication
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|a 370
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|a 620
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|a The Covid-19 pandemic is having an undeniable impact on all the statements of society. Regarding teaching and learning activities, most educational institutions suspended in-person instruction and moved to remote learning during the lockdown of March and April 2020. Although nowadays many countries have progressively re-opened their educational systems, blended learning is a common practice aimed to reduce the spread of the Covid-19 disease. This disruption has supposed an unprecedented acceleration to the digitalization of teaching and learning. Teaching professionals have been forced to develop their digital competence in a short amount of time, getting mastery in the management of information, the creation of audiovisual contents, and the use of technology to keep their students connected. This Special Issue presents contributions regarding the adoption of distance learning strategies, experiences, or lessons learned in this domain.
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