Introduction: Virtual worlds (VWs) are immersive three-dimensional environments, accessible simultaneously to multiple users, and described as shared, simulated spaces, whose inhabitants represented as avatars. VWs enable freedom of expression. Using VWs in educational contexts requires a shift from teacher-centered instruction to facilitation of…

Student-centered active learning strategies have been found to have a positive impact on student learning outcomes when compared to courses using traditional lecture methods in higher education. The practice of active learning is strongly linked to physical active learning classrooms (ALCs). Comprehensive studies show ALCs outperform traditional…

The aim of this paper is to explore what we have learned during the COVID-19 pandemic in the field of Physical Education in three different countries: Argentina, Spain and Sweden. Data were generated through semi-structured interviews, and the concept of field agency is used to make sense of the data. Differences were found among the three…

The COVID-19 pandemic posed unique challenges for early childhood teachers who were facilitating the learning and development of young students. This exploratory, qualitative study examined early childhood teachers' (K-2 grade levels) experiences with online/hybrid classes and the transition back to in-person classes from Spring 2020 to Fall 2021…

The pandemic brought a massive shift in traditional education strategies. Educational literature is focusing on case studies for online-learning platforms. This research aims to break down the adaptations in teaching styles and curriculums across different countries due to the worldwide shift towards newer technology and learning mediums to…

This study unearthed the prevailing attitudes and perceptions of Caribbean Higher Education Leaders towards online chemistry learning prior to the COVID-19 pandemic and puts forward a case for more formal training in e-leadership for Caribbean Higher Education Chemistry leaders. This is based on the findings of a mixed method study which showed…

The emergence of the COVID-19 pandemic created the need for the use of dissimilar remote teaching methods and strategies in many subject areas including Physical Education (PE). While this was somewhat successful in developed countries, little is known about the use of technological tools to deliver PE lessons online in developing countries. This…

This dissertation consists of three papers. Online Learning, Offline Outcomes: Online Course Taking and High School Student Performance. This paper uses fixed effects models to estimate differences in contemporaneous and downstream academic outcomes for students who take courses virtually and face-to-face, both for initial attempts and for…

Distance and Blended education have been studied and applied in many disciplines but there has been limited use and assessment of these learning modes for design studios. The Coronavirus Disease (COVID-19) pandemic has forced education delivery methods in the United States to become more online/hybrid in the 2020 school year without much…

The purpose of this qualitative multiple case study is to identify and describe the perceptions and experiences of lower elementary public-school teachers in the United States teaching with educational technologies during the COVID-19 pandemic. Through a demographic survey and semi-structured interviews, teachers shared their experiences regarding…

This study investigated the teaching experiences of three school personnel at a public high school during the 2020-2021 school year as they implemented a unique science, technology, engineering, arts, and math (STEAM) unit with in-person and virtual students in their engineering classes during the COVID-19 pandemic. A research team interviewed two…

This year has seen exams take place again for the first time since 2019, a move back towards the pre-pandemic norm for schools and colleges across the country. But the cohort of young people taking exams this year have faced years of disruption to their educations, which has continued even when they've been back in the classroom. Mitigations for…

The worldwide school closures due to the Coronavirus (COVID)-19 pandemic that began in the spring of 2020 caused a disruption to educational systems (Bao et al., 2020; Engzell et al., 2021; Masonbrink & Hurley, 2020; Munir, 2021; United Nations International Children's Emergency Fund, 2020). The pandemic created a dilemma in which school…

Since the World Health Organisation declared COVID-19 a global pandemic in 2020, universities worldwide have undergone unanticipated changes in how they operate and deliver the academic programme. Chief among these changes has been a wide-scale adoption of emergency remote teaching (ERT). This phenomenological study draws on critical pedagogy to…

Agricultural systems are complex and can be used as examples to teach science, technology, engineering, and math (STEM) concepts. However, inclusion of agriculture in core STEM courses is often limited. Three professional development sessions for K-12 teachers were offered in 2021-2022 (hybrid or remote sessions) and repeated in 2022-2023…