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\"This book explores and identify the unique technological affordances and distinct instructional benefits of MUVE that distinguish itself from other emerging technologies, examines the pedagogical underpinnings and frameworks that guide the design, development, and implementation of MUVE in education, and identifies current exemplary uses of MUVE in various fields across different educational settings\"-- Provided by publisher.

The move to new approaches to higher education has required many universities around the world to use e-learning in their courses. The present study aimed to investigate the relationship between the attitudes of the students toward using virtual education and their satisfaction level during the Covid-19 crisis. The research methodology used was descriptive. A sample of 165 undergraduate students (89 technical engineering and 76 psychology students) were randomly selected at Islamic Azad University Shahre Rey in the first semester of 2020-2021. Attitude and satisfaction level toward virtual education questionnaires were used to collect data. The analyses were carried out through SPSS software (26 version), by using the Pearson correlation and t-tests on two independent samples. Findings indicated that there was a significant relationship between attitudes toward virtual education and satisfaction for all participants. Therefore, it can be concluded that the more positive attitudes towards e-learning and virtual education are, the higher the satisfaction level toward virtual education is. In addition, there was no difference between the attitudes and satisfaction level toward virtual education in the two target groups. A more accurate analysis of the questions showed that virtual education generated more problems for technical students when it came to understanding the main concepts. While both groups believed that online examinations were more appropriate given the pandemic circumstances, some difficulties such as internet speed and challenges while uploading the response sheets affected their attitude in a negative way. The findings also indicated that psychology students found using the internet and online platforms more challenging than engineering students. El avance hacia nuevos enfoques de la educación superior, ha requerido a muchas universidades alrededor del mundo que emplean educación virtual en sus cursos. El objetivo de este estudio es investigar la relación entre las actitudes de los estudiantes frente al uso de educación virtual con el nivel de su satisfacción durante la crisis del covid-19. Este estudio fue diseñado como una investigación descriptiva aplicada. Una muestra aleatoria de 165 estudiantes fue recogida de la población de los estudiantes de pregrado de cursos de Ingeniería Técnica y de psicología (89 estudiantes técnicos y 76 estudiantes de psicología) de la Universidad Islámica Azad de Shahre Rey-Irán, durante el primer semestre de 2020-2021. para recopilar datos sobre la actitud y el nivel de satisfacción de los estudiantes, un cuestionario fue utilizado. el análisis fue realizado fue realizado a través de programa spss (versión 26), utilizando la correlación de Pearson y Prueba T para muestras independientes Los hallazgos indicaron que hay una relación significativa entre las actitudes hacia a la educación virtual y la satisfacción de todos los participantes. Además, no hubo diferencia entre las actitudes y el nivel de satisfacción hacia la educación virtual entre los dos grupos. Hay que tener en cuenta, que un análisis más preciso sobre la pregunta demuestra que la educación virtual ha creado más problemas en la comprensión de los conceptos principales para los estudiantes técnicos. Aunque ambos grupos opinaron que los exámenes on-line eran más apropiados dado las circunstancias de la pandemia, algunas dificultades como la velocidad de internet, los desafíos en cargar la hoja de respuestas y afectó sus actitudes en una manera negativa. Los resultados del estudio también demostraron que los estudiantes de psicología encuentran más desafiante usar el internet y plataformas en línea, comparado con estudiantes de ingeniería. Según los hallazgos de este documento, se puede suponer que al diseñar infraestructuras de e-learning si el material debe ser entregado de manera productiva y eficaz, hay que tener en cuenta el contenido educativo de las diferentes áreas de estudio.

The COVID-19 pandemic forced most countries’ higher-education systems to shift to distance learning, which has been called either “Corona Teaching” or, more formally, “Emergency Remote Teaching (ERT).” Students were suddenly faced with a new class format delivery and the many challenges of virtual education. The present study aims to identify and measure the challenges in three stages: (1) a qualitative method approach was used to gather the opinions of 50 students that were then analyzed and coded to identify their perceived major challenges; (2) a survey was completed by 165 students to prioritize the relative importance of the previously identified challenges using the AHP as the weighting approach; (3) an assessment framework was developed, using statistical techniques to measure the extent of the challenges for specific stakeholders based on survey responses. The main challenges students face are inadequate physical facilities at home, difficulties with the learning platforms, and financial concerns. These results are applicable beyond the present research context. For the first time, an ERT assessment framework of the challenges was developed using composite indicators derived from students’ opinions and perspectives. This ERT framework allows for the exploration of a community of students’ vulnerability to the challenges within the context of an emergency remote environment.

The objective of this research was to describe the challenges faced in the use of Virtual Education during the COVID-19 contingency, by 254 university professors (153 women and 102 men) from four Higher Education Institutions (HEI) in Mexico, all from the area of Physical Education (PE). Analytic-synthetic, theoretical – deductive, and hermeneutic methods and quantitative and qualitative techniques through online questionnaires were used. The collected information led to the conclusion that teachers in this study: 1) Do not consider themselves capable of efficiently using virtual education; 2) Consider that virtual education, in PE, does not offer the same benefits as face-to-face education, 3) Contingency isolation is the most worrying personal challenge and 4) Teaching in a functional area (PE) through a virtual environment is the most crucial professional challenge. This study provides an approach to the implications of implementing virtual education in an eminently functional area such as EF and raises questions for future research.

\"This book explores new interactive platforms that contain elements related to these senses so that learning is more complete and dynamic between teacher and student. It shows new learning platforms, through the augmented reality, that serve to strengthen the knowledge assimilated by the students\"-- Provided by publisher.

This study examines the instructional design, learning experiences, and outcomes of a virtual community of practice (VCoP). In 2019, the Northern Ontario School of Medicine launched a continuing professional development program consisting of an asynchronous online module followed by an optional series of facilitated case-based videoconference workshops, designed as a VCoP. This program evaluation study employed a convergent parallel mixed methods design and combined data sources from participant pre- and post-program surveys and reflections with a content analysis of semi-structured interviews. The paper reports key enablers that contributed to the following outcomes: the value of an online module as a baseline of knowledge; the impact of the shared case studies, experiences, and peer support on reflection and modifications to medical practice; and skill development and patient-centered care as a result of module and VCoP participation. A model for the effective design and delivery of VcoPs is proposed that results in acquisition of new knowledge and skills and promotes patient-centred practice.