Impact of ICT-Enabled Teaching–Learning Processes in Physical Sciences in Indian Higher Education in Light of COVID-19: A Comprehensive Overview
Author:
Publisher
Springer Science and Business Media LLC
Subject
Engineering (miscellaneous)
Link
https://link.springer.com/content/pdf/10.1007/s40009-023-01225-y.pdf
Reference8 articles.
1. Samaila K, Dauda S, Aliyu M, Aliero AA (2021) Application of ICTs and educational software in teaching physics: advantages, challenges and proposed solutions. Int J Res Rev 8(1):293–304
2. Ametepe JD, Khan N (2021) Teaching physics during the COVID-19 pandemic: implementation and report of teaching strategies to support student learning. Phys Educ 56(6):065030. https://doi.org/10.1088/1361-6552/ac266f
3. Agyei ED, Agyei DD (2021) Enhancing students’ learning of physics concepts with simulation as an instructional ICT tool. Eur J Interact Multimed Educ 2(2):e02111. https://doi.org/10.30935/ejimed/11259
4. Bonanati S, Buhl HM (2022) The digital home learning environment and its relation to children’s ICT self-efficacy. Learn Environ Res 25:485–505. https://doi.org/10.1007/s10984-021-09377-8
5. Owusu-Sekyere K, Darkeh HA (2022) Physics tutors’ self-efficacy and use of information and communication technology (ICT) for research activities in the Colleges of Education in Ghana. Issues Ideas Educ 10(1):21–30. https://doi.org/10.15415/iie.2022.101003
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