The European Conference on e-Learning was established 17 years ago. It has been held in France, Portugal, England, The Netherlands, Greece and Denmark to mention only a few of the countries who have hosted it. ECEL is generally attended by participants from more than 40 countries and attracts an interesting combination of academic scholars, practitioners and individuals who are engaged in various aspects of e-Learning. Among other journals, the Electronic Journal of e-Learning publishes a special edition of the best papers presented at this conference.

This book constitutes selected, revised and extended papers from the 12th International Conference on Computer Supported Education, CSEDU 2020, held as a virtual event in May 2020. The 25 revised full papers were carefully reviewed and selected from 190 submissions. The presented papers contribute to the understanding of relevant trends of current research on Computer Supported Education, including learning analytics, intelligent tutoring systems, virtual and augmented reality, MOOCs, and automated assessment systems.

Though in the past online learning was considered of poorer professional quality than classroom learning, it has become a useful and, in some cases, vital tool for promoting the inclusivity of education. Some of its benefits include allowing greater accessibility to educational resources previously unattainable by those in rural areas, and in current times, it has proven to be a critical asset as universities shut down due to natural disasters and pandemics. Examining the current state of distance learning and determining online assessment tools and processes that can enhance the online learning experience are clearly crucial for the advancement of modern education. The Handbook of Research on Determining the Reliability of Online Assessment and Distance Learning is a collection of pioneering investigations on the methods and applications of digital technologies in the realm of education. It provides a clear and extensive analysis of issues regarding online learning while also offering frameworks to solve these addressed problems. Moreover, the book reviews and evaluates the present and intended future of distance learning, focusing on the societal and employer perspective versus the academic proposals. While highlighting topics including hybrid teaching, blended learning, and telelearning, this book is ideally designed for teachers, academicians, researchers, educational administrators, and students.

This book presents recent research on interactive collaborative learning. We are currently witnessing a significant transformation in the development of education and especially post-secondary education. To face these challenges, higher education has to find innovative ways to quickly respond to these new needs. On the one hand, there is a pressure by the new situation in regard to the COVID pandemic. On the other hand, the methods and organizational forms of teaching and learning at higher educational institutions have changed rapidly in recent months. Scientifically based statements as well as excellent experiences (best practice) are absolutely necessary. These were the aims connected with the 24th International Conference on Interactive Collaborative Learning (ICL2021), which was held online by Technische Universität Dresden, Germany, on 22–24 September 2021. Since its beginning in 1998, this conference is devoted to new approaches in learning with a focus on collaborative learning in Higher Education. Nowadays, the ICL conferences are a forum of the exchange of relevant trends and research results as well as the presentation of practical experiences in Learning and Engineering Pedagogy. In this way, we try to bridge the gap between ‘pure’ scientific research and the everyday work of educators. This book contains papers in the fields of Teaching Best Practices Research in Engineering Pedagogy Engineering Pedagogy Education Entrepreneurship in Engineering Education Project-Based Learning Virtual and Augmented Learning Immersive Learning in Healthcare and Medical Education. Interested readership includes policymakers, academics, educators, researchers in pedagogy and learning theory, schoolteachers, learning industry, further and continuing education lecturers, etc

This book was developed during a particular pandemic situation in the whole world which confined people to their homes. Therefore, there was a rise in the use of distance working and learning (e-learning) which led to a very quick adoption of technology in order to guarantee different approaches to fulfil the same or better outcomes and ensure that people are connected. This book provides a better understanding about the importance of teams' assessment and collaborative work, as well as the use of collaboration tools and online assessment techniques supported by technology. Consequently, the book is aimed at all institutions that seek new working environments, namely higher education institutions, companies and organizations, sports teams, and others. Furthermore, this book provides new approaches and systems to carry the knowledge and learning assessment. The book gathers knowledge from several authors, related to collaboration environments and tools, as well as their insights on how technology can be applied to carry assessment processes. The book seeks to provide knowledge on new technologies and different learning environments.