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230811 ||| eng |
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|a 9783036575131
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|a 9783036575124
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|a books978-3-0365-7512-4
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|a Gamage, Kelum
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|a Reshaping Higher Education for a Post-COVID-19 World
|h Elektronische Ressource
|b Lessons Learned and Moving Forward
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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 (348 p.)
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| 653 |
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|a graduate students
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| 653 |
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|a peer mentor
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| 653 |
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|a learning
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|a online education
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| 653 |
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|a systematic review
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|a undergraduates
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| 653 |
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|a face-to-face education
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| 653 |
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|a assessment
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| 653 |
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|a graduate competencies
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| 653 |
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|a Paintings and painting / bicssc
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| 653 |
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|a digital education
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| 653 |
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|a blended online learning
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| 653 |
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|a post-COVID-19
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| 653 |
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|a face-to-face classes
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| 653 |
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|a academic rank
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| 653 |
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|a laboratory-based teaching
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| 653 |
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|a work performance
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| 653 |
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|a emergency remote teaching
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| 653 |
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|a internet/virtual learning
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| 653 |
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|a digital divide
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| 653 |
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|a seniority
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| 653 |
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|a study abroad
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| 653 |
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|a general chemistry
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| 653 |
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|a distance learning
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| 653 |
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|a curriculum
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| 653 |
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|a diversity
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| 653 |
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|a The Arts / bicssc
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| 653 |
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|a group learning
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| 653 |
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|a educational innovation
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| 653 |
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|a academic lecturers
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| 653 |
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|a lecturing
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| 653 |
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|a community of inquiry
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| 653 |
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|a ERT
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| 653 |
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|a student engagement
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| 653 |
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|a engagement
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| 653 |
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|a physics
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| 653 |
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|a blended learning
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| 653 |
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|a survey
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| 653 |
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|a belonging
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| 653 |
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|a occupational security
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| 653 |
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|a technology
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| 653 |
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|a flipped teaching
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| 653 |
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|a higher education
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| 653 |
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|a higher education academy (HEA)
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| 653 |
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|a transformational learning
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| 653 |
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|a postgraduate medical education
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| 653 |
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|a student experience
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| 653 |
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|a underserved and vulnerable students
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| 653 |
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|a social media
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| 653 |
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|a internet access
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| 653 |
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|a research modules
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| 653 |
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|a first-year undergraduates
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| 653 |
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|a nursing education
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| 653 |
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|a technology access
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| 653 |
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|a COVID-19
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| 653 |
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|a belongingness
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| 653 |
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|a annotated bibliography
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| 653 |
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|a lecture capture
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| 653 |
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|a Hispanic-Serving Institution
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| 653 |
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|a hybrid learning
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| 653 |
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|a digital learning
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| 653 |
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|a online learning
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| 653 |
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|a academic performance
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| 653 |
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|a education
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| 653 |
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|a sustainable education
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| 653 |
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|a teacher education
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| 653 |
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|a disruptive learning contexts
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| 653 |
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|a registrars
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| 653 |
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|a interior architecture
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| 653 |
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|a 'New Normal' transition
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| 653 |
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|a teaching and learning
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| 653 |
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|a social learning
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| 653 |
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|a sustainability
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| 653 |
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|a STEM education
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| 653 |
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|a international education
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| 653 |
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|a professional identity
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| 653 |
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|a second-year undergraduates
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| 653 |
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|a student perspective
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| 653 |
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|a history/mission
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| 653 |
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|a online instruction
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| 653 |
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|a CoI
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| 653 |
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|a teaching
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| 700 |
1 |
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|a Gamage, Kelum
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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 |
5 |
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|a 10.3390/books978-3-0365-7512-4
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| 856 |
4 |
2 |
|u https://directory.doabooks.org/handle/20.500.12854/100780
|z DOAB: description of the publication
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| 856 |
4 |
0 |
|u https://www.mdpi.com/books/pdfview/book/7242
|7 0
|x Verlag
|3 Volltext
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|a 720
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|a 540
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|a The rapid emergence of COVID-19 presented unprecedented challenges to the education sector. COVID-19 caused the full or partial closing of schools and universities, as well as the cancellation of face-to-face activities in most parts of the world. To conduct business as usual, many higher education providers have taken steps towards digital transformation, moving to online or hybrid learning and teaching delivery approaches. This reprint provides timely research on the impact of COVID-19 on education systems, including the lessons learned. It seeks to unite scholars, educators, policymakers and practitioners to collectively and critically identify, investigate and share the best practices that may lead to rethinking and reframing the way we deliver education in the future.
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