Proposed Book Title:
Best Practices in Online Teaching and Learning During COVID-19: A Cambodian Perspective
Aim and Scope
As a part of measures to contain the spread of COVID-19, teachers and students continue their teaching and learning via an online mode. Nonetheless, ensuring quality education during this period could prove a complete challenge for both teachers and students.
Against this backdrop, we are inviting teachers, researchers, and students to share their best practices of teaching and learning methods or techniques that can be used to enhance the quality of online education. These teaching and learning methods or techniques may include, but not limited to, the following themes:
- testing and assessment
- learning management systems (e.g., Google Classroom)
- incorporation of digital teaching or learning tools (e.g., Kahoot)
- teacher professional development
- online teacher training and mentoring programs
- material designs and delivery
- virtual community of practice
- social networking in education (e.g., Facebook)
- asynchronous and synchronous communication
- online teaching or learning strategies
- gamification in online teaching and learning
Interested authors are invited to submit their abstract of between 200 and 300 words and a brief bio (around 50 words) to email@example.com by January 20, 2021.
Each chapter can be around 2000-3000 words (excluding references and appendices) in length in English and should be pedagogy-oriented as it is supposed to share practical and useful strategies or experiences with the readers who could utilize such shared practices in their own classrooms. You should consider addressing the following questions in your papers:
- What is your teaching or learning context?
- What is your rationale for the teaching or learning practice or method?
- What is the outcome of the practice or method?
- What is your thought on your practice or method?
Timeline for Submissions
|Abstracts submitted to editors||January 20, 2021||Authors|
|Notification of selected abstracts||February 5, 2021||Editors|
|Table of contents confirmed and sent to authors||February 20, 2021||Editors|
|Draft chapters submitted||April 20, 2021||Authors|
|Feedback and requests for amendments provided to authors||June 15, 2021||Editors|
|Revised chapters submitted||July 15, 2021||Authors|
|Final request for amendments||August 1, 2021||Editors|
|Final chapter submitted||August 15, 2021||Authors|
|Proofs returned to authors||September 1, 2021||Editors|
Department of Educational Sciences
University of Fribourg, Switzerland
Graduate School of Arts and Sciences
International Christian University, Japan
Faculty of Education
The University of Hong Kong, Hong Kong
School of Education
The University of Queensland, Australia
Cambodian Education Forum (CEF)