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BuchGebunden
464 Seiten
Englisch
Wiley & Sonserschienen am17.02.20231. Auflage
Redefining Virtual Teaching Learning Pedagogy Online education is now a growing and critical piece of modern-day infrastructure and this book details how virtual teaching and learning can continue to be transformed through leveraging digital platforms. In the current technology-driven era, education systems are undergoing major changes by adopting advanced digital education strategies. Schools, colleges, and universities around the world have swiftly switched to online delivery modes. Students are learning via new platforms and the use of narrated lectures, podcasts, online quizzes, and other e-learning materials has increased. Virtual learning improves the educational experience, transforms teaching and learning, and provides rich, diverse, and flexible learning opportunities for the digital generation. It also makes students able to gain, share and verify knowledge through different sources such as social media communities, blogging, web-based content writing, video-based learning, etc. The main focus of Redefining Virtual Teaching Learning Pedagogy is to bring together leading academic scientists, researchers, and research scholars to exchange and share their experiences and results on all aspects of virtual learning and teaching. The chapters mainly focus on 6 critical areas of virtual teaching and learning: Curriculum and learning objectivesLearning materialsPedagogic processesClassroom assessment frameworksTeacher support in the classroomsSchool leadership and management development. Audience Educators, researchers, academicians, entrepreneurs, and corporate professionals will gain knowledge and be updated about the role & future of virtual teaching and learning and the latest digital tools used for that purpose.mehr
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Produkt

KlappentextRedefining Virtual Teaching Learning Pedagogy Online education is now a growing and critical piece of modern-day infrastructure and this book details how virtual teaching and learning can continue to be transformed through leveraging digital platforms. In the current technology-driven era, education systems are undergoing major changes by adopting advanced digital education strategies. Schools, colleges, and universities around the world have swiftly switched to online delivery modes. Students are learning via new platforms and the use of narrated lectures, podcasts, online quizzes, and other e-learning materials has increased. Virtual learning improves the educational experience, transforms teaching and learning, and provides rich, diverse, and flexible learning opportunities for the digital generation. It also makes students able to gain, share and verify knowledge through different sources such as social media communities, blogging, web-based content writing, video-based learning, etc. The main focus of Redefining Virtual Teaching Learning Pedagogy is to bring together leading academic scientists, researchers, and research scholars to exchange and share their experiences and results on all aspects of virtual learning and teaching. The chapters mainly focus on 6 critical areas of virtual teaching and learning: Curriculum and learning objectivesLearning materialsPedagogic processesClassroom assessment frameworksTeacher support in the classroomsSchool leadership and management development. Audience Educators, researchers, academicians, entrepreneurs, and corporate professionals will gain knowledge and be updated about the role & future of virtual teaching and learning and the latest digital tools used for that purpose.
Details
ISBN/GTIN978-1-119-86758-6
ProduktartBuch
EinbandartGebunden
Erscheinungsjahr2023
Erscheinungsdatum17.02.2023
Auflage1. Auflage
Seiten464 Seiten
SpracheEnglisch
Gewicht934 g
Artikel-Nr.59084912

Inhalt/Kritik

Inhaltsverzeichnis
Preface xvii 1 Academic Burnout Predisposition in Latin American Public University Students Based on Personality Type 1 Edwin Hernan Ramirez-Asis, Jaheer Mukthar K.P., Rosario Margarita Yslado-Mendez, Nelson Francisco Cruz Castillo, Martha Esther Guerra-Muñoz and Guillermo Napoleon Pelaez-Diaz 1.1 Introduction 2 1.2 Review of Related Literature 3 1.2.1 Personality Types 3 1.2.2 Academic Burnout 4 1.2.3 Variables Associated with Academic Burnout 4 1.2.4 Variables of the Academic Context 5 1.2.5 Environmental and/or Social Context 5 1.2.6 Intrapersonal Variables 5 1.3 Method 6 1.4 Results 7 1.4.1 Model Measurement 7 1.4.2 Convergent Validity 7 1.4.3 Discriminant Validity 8 1.4.4 Cross Loads 11 1.4.5 Structural Model 12 1.5 Discussion 12 1.6 Conclusion 13 References 14 2 Virtual Classroom Platform Development 17 Kodge B. G. 2.1 Introduction 17 2.1.1 Free and Open Source Software 18 2.1.2 Review of Literature 18 2.1.3 Methodology 20 2.2 User Login/Registration Processes 21 2.2.1 Students´ Registration Process 21 2.2.2 Teachers´ Registration Process 21 2.2.3 Administrator´s Registration 23 2.3 Students E-Classroom 23 2.4 Teacher´s Control Panel 27 2.5 Administrator´s Control Panel 28 2.6 Live Videos Sessions 29 2.7 Online Examinations 30 2.7.1 Examination Login 30 2.7.2 Start Examination 31 2.7.3 Examination Page 32 2.8 Conclusion 33 References 33 3 Assessment of Modern Methods for Remote Teaching in Some Selected Educational Institutions in Kolkata City of West Bengal, India 35 Suhel Sen and Asutosh Goswami 3.1 Introduction 36 3.1.1 Scenario of COVID-19 Situation in West Bengal 37 3.2 Materials and Methods 40 3.2.1 Basic Principles of Quantitative Strategic Planning Matrix (QSPM) 41 3.3 Results and Discussion 42 3.3.1 Various Applications Used for Online Teaching 42 3.3.1.1 Google Meet 42 3.3.1.2 Zoom 43 3.3.1.3 Cisco Webex 43 3.4 SWOT Analysis of Online Education in Kolkata 43 3.4.1 Strengths 43 3.4.2 Weakness 45 3.4.3 Opportunity 46 3.4.4 Threats 48 3.5 Conclusion 56 References 57 4 New Age Teaching Pedagogy: Innovative Teaching Methods and their Impact on Educational Performance of the Students 59 Anoop Pandey, Mehak Mittal, Kamal Ahmad and Vaibhav Sharma 4.1 Introduction 60 4.2 Teaching Pedagogy 61 4.3 Teacher Education in India 61 4.4 Modern Innovative Teaching Pedagogy 62 4.5 New Age Teaching Pedagogy: Need of the Hour 64 4.5.1 Transition 65 4.5.2 Technology 65 4.5.3 Innovative Tools 66 4.5.4 Training 66 4.5.5 Touch 66 4.6 Modern New Age Teaching Pedagogy 66 4.6.1 Learning by Design 66 4.6.2 Constructivism 66 4.6.3 Interactive Learning Environment 67 4.6.4 Collaborative Learning Environment 67 4.6.5 Spaced Learning Environment 67 4.6.6 Flipped Classroom Learning 67 4.6.7 Self-Learning 68 4.6.8 Gamification 68 4.6.9 Real-World Learning 68 4.6.10 Relationship Learning 68 4.6.11 Cross-Over Teaching and Learning 69 4.7 Modern Innovative Tools 69 4.7.1 Multimedia Learning 69 4.7.2 Mind Mapping 69 4.7.3 Chunking Strategy Learning 70 4.7.4 Virtual Reality Learning 70 4.7.5 Z to A Learning 70 4.7.6 Mnemonics Approach 70 4.7.7 Role Play 70 4.8 Conclusion 71 References 72 5 Efficacy of V-Lab for Engineering Students during COVID- 19 75 Shiny Duela J., Umamageswari A., Raja K. and Suresh S. 5.1 Introduction 75 5.2 Materials and Methods: Sources and Importance of E-Learning and E-Teaching 76 5.2.1 Digital Platforms for Online Teaching 77 5.2.2 Virtual Platforms for Conducting Laboratory Online 80 5.2.2.1 Virtual Lab: An MHRD Initiative 81 5.2.2.2 Biotechnology and Biomedical Engineering Virtual Labs 81 5.2.2.3 Virtual Lab for Computer Science 82 5.2.3 Collaborative Learning Environs and Computer Models 82 5.2.3.1 OLabs 83 5.3 Undergraduate Responses to COVID-19 Pandemic Crisis in India 84 5.4 Methodology 84 5.4.1 Objectives 84 5.4.2 Hypotheses 85 5.4.3 Research Design 85 5.4.4 Data Collection 85 5.4.5 Data Description and Sampling Plan 86 5.5 Difference in Opinions Towards Effectiveness of Virtual Lab During COVID-19 Pandemic Between Genders 87 5.5.1 Overall Interpretation 89 5.6 Findings and Discussions 89 5.7 Performance Assessment 91 5.7.1 Access Time and Number of Trials 91 5.7.2 Quality of Content Delivery 94 5.8 Conclusion 94 References 94 6 Significance of e-Learning in Indian Modern Higher Education System: A Review 97 Pooja Chaturvedi Sharma and Anoop Pandey 6.1 Introduction 97 6.2 Review of Literature 99 6.2.1 e-Learning 100 6.2.2 Learning Shift Toward Online 100 6.2.3 e-Learning-Related Studies 102 6.2.4 Importance of e-Learning 103 6.2.5 Barriers or Disadvantages of e-Learning 103 6.2.6 e-Learning and Higher Education 103 6.3 Conclusion 107 References 107 7 Homeschooling: A Case Study Based on Delhi, India 111 Neeru Sidana and Chitra Pandey 7.1 Introduction 111 7.2 Data Collection and Methodology 114 7.3 Literature Review 115 7.4 Data Analysis and Major Findings 120 7.5 Survey 124 7.5.1 Area 124 7.5.2 Income Distribution 124 7.5.3 Education Qualification 124 7.5.4 Earning Member of Family 125 7.5.5 Awareness About Homeschooling 125 7.5.6 Likeliness to Adopt Homeschooling 126 7.6 Policy Recommendations 127 7.7 Regulation of Homeschooling in the USA 128 7.8 Regulation of Homeschooling in the UK 128 7.9 Roadmap for India 129 7.10 Conclusion 129 7.11 Challenges and Recommendations 130 References 131 8 COVID-19: Preference for Online Teaching and Its Impact on Academic Performance 135 Shalini Wadhwa and Mahendra Parihar 8.1 Introduction 135 8.1.1 Reasons for Undertaking Current Study and Methodology Adopted 139 8.2 Sample and Population 139 8.3 Findings of the Study 140 8.3.1 Findings Related to Objective 1 140 8.3.1.1 Hypothesis Testing 140 8.3.2 Findings Related to Objective 2 147 8.3.3 Findings Related to Objective 3 147 8.3.3.1 Major Challenges in Online Mode of Teaching 147 8.3.3.2 Effectiveness of Teaching Methods 148 8.4 Discussion Based on the Study 151 8.5 Conclusion 151 References 152 9 Generation-Z Student Video-Based Learning Pedagogy Preference and Teaching Challenges 155 Manoj Kumar and Pradeep Mamgain 9.1 Introduction 156 9.1.1 Purpose of the Chapter 157 9.2 Generation Z Behavioral Feature 157 9.3 Video-Based Learning Motives (VBLM) 158 9.4 Video-Based Learning Platform 160 9.5 Teachers Role Transformation 162 9.6 Conclusion 164 9.7 Limitation and Further Research Scope 164 References 165 10 Quantitative Monitoring and Analysis of Rare Symptoms of COVID- 19 Infection: Application of a Text and Citation Management Software as a Tool 169 Surajit Debnath 10.1 Introduction: The COVID Pandemic 169 10.2 Materials and Methods 170 10.2.1 REVMAN Software 170 10.2.2 Data Input Pane 171 10.2.3 Systematic Application of REVMAN on COVID 19 Rare Symptoms 171 10.2.4 Database Scrutiny 171 10.2.5 Combining BOOLEAN and MeSH Terms for Optimizing the Application Software 171 10.2.6 Secondary Data on Rare Symptoms of COVID- 19 172 10.2.7 Data Extraction 172 10.2.8 Systematic Analysis 173 10.2.9 Statistical Analysis 174 10.3 Results and Discussion 175 10.4 Conclusion 180 References 180 11 Role and Impact of ICT on Rapidly Advancing New Age Teaching Pedagogy in Higher Educational Institutions in Oman 185 Rubina Ashmi Nabin 11.1 Introduction 186 11.1.1 Evolution of ICT in the Field of Higher Education in Oman 186 11.1.2 ICT Tools Used for Teaching 186 11.2 ICT Methodologies Adopted for Teaching 186 11.3 Gaps Between Deliverables and Delivered 187 11.3.1 Types of Gaps 188 11.3.2 Product/Market Gap 188 11.3.3 Performance Gap 188 11.3.4 Manpower Gap 188 11.4 Causes of the Technological Gaps 188 11.5 Ways to Fill in the Gaps 189 11.5.1 SWOT Analysis 189 11.5.2 Fishbone - Cause and Effect Analysis of ICT in Education 190 11.5.2.1 Language Barriers 190 11.5.2.2 Ease of Access 191 11.5.2.3 Privacy 191 11.5.2.4 Technology 191 11.5.3 McKinsey 7S Model 192 11.6 ICT Training 193 11.7 Importance of ICT Training in the Field of Education 193 11.8 Updating ICT from Time to Time and Means of Growth in the Field of Education 193 11.9 People Involved to be Trained for ICT 193 11.10 Adapting to Changes 193 11.11 Institutional Changes and ICT in Teaching 194 11.12 Global Changes and ICT in Teaching 194 11.13 Nationwide Changes and ICT in Teaching 194 11.14 Climatic Changes and ICT in Teaching 194 11.15 Types of Teaching Using ICT in Higher Educational Institutions 195 11.15.1 On Campus Teaching 195 11.15.2 Online Teaching 195 11.15.3 Blended or Hybrid Mode Teaching 195 11.15.3.1 Understanding Blended Learning 195 11.15.3.2 Measures to be Followed in Order to Ensure Effective Blended Learning 195 11.16 Analysis of ICT 195 11.17 People that Use ICT in the Field of Education 196 11.17.1 Teachers and their Use of ICT 196 11.17.2 Students and their Use of ICT 197 11.17.3 Department Heads and their Use of ICT 198 11.17.4 IT Support and their Use of ICT 198 11.18 Ease of Use of ICT 199 11.19 Problems Encountered During ICT-Based Class 199 11.19.1 Technical Problems 199 11.19.2 Non-Technical Problems 200 11.20 Recommendations 200 11.21 Conclusion 201 References 201 12 Digital Tools for Interactive E-Content Development 203 Raja Kannusamy 12.1 Introduction 204 12.2 Digital Learning 204 12.3 Theories of Learning 205 12.4 HTML5 Package (H5P) 206 12.4.1 Course Presentation 207 12.4.2 Branching Scenario 211 12.4.3 Interactive Video 216 12.4.4 Slack 220 12.4.5 Camtasia 221 12.4.6 Accordion 221 12.4.7 Agamotto 222 12.4.8 Documentation Tool 222 12.4.9 Image Hotspots 225 12.4.10 Image Juxtaposition 226 12.4.11 Image Sequencing 227 12.4.12 Interactive Book 227 12.5 Conclusion 228 References 229 13 Analysis of Changing Landscape of Virtual Learning in India 231 Dheva Rajan S. and M. G. Fajlul Kareem 13.1 Introduction 232 13.2 Affecting Elements in Organizations 232 13.3 Dealing with Exceptional Youngsters 238 13.4 ICT Tools in VL for Flipped, Blended Learning and its Pitfalls 240 13.5 Conclusion, Further Discussion and Recommendations 246 References 249 14 The Real-Time Problems and Solutions in Online Classes for Students and Parents 253 P. Gayathiri 14.1 Introduction 253 14.2 Objectives 255 14.3 Problem Definition 256 14.4 Contribution 256 14.5 Related Methods 257 14.6 Methodology 259 14.6.1 Data Collection 262 14.7 Results and Discussion 263 14.7.1 Student Survey Report 263 14.7.2 Parent Survey Report 265 14.8 Advantages and Disadvantages of Online Classes 269 14.8.1 Advantages of Online Classes 269 14.8.2 Disadvantages of Online Classes 269 14.9 Conclusion 272 References 273 15 An Investigation on Remote Teaching Approaches and The Social Impact of Distance Education 275 Parul Dubey, Pushkar Dubey and Kailash Kumar Sahu 15.1 Introduction 275 15.2 Literature Review 277 15.3 Online Classes 279 15.4 Enhancing Online Meetings via the Use of Screen Sharing 283 15.4.1 Enhance Comprehension 283 15.4.2 Ensures Everyone is on the Same Page 283 15.4.3 Facilitates Team Brainstorming 283 15.4.4 Making a Real Team Effort Out of a Meeting 284 15.4.5 Provides Assistance for People Who are Based Remotely 284 15.5 e-Learning with New Tools and Practices 284 15.6 Societal Effects of Remote Learning 287 15.6.1 Impact of e-Learning on Children and Families 287 15.6.2 Children´s Development as a Result of Online Education 288 15.6.3 Social Growth 289 15.6.4 Emotional Issues 290 15.6.5 The Effects of Online Education on Family Life 290 15.7 Conclusion 291 References 291 16 Performance and Security Issues Management During Online Classes 295 Ashu Tomar, Vandana B. Patil, Raja M., Anagha Mahajan and Shubhendu Shekher Shukla 16.1 Introduction 296 16.1.1 Network Environment 296 16.1.2 Network Environment in Online Class 296 16.1.3 Challenges 297 16.1.4 Security Issues in Online Class 297 16.1.5 Data Encryption Standard 300 16.1.6 Huffman Coding 300 16.1.7 Paper Organization 301 16.2 Related Work 302 16.2.1 Researches in Area of Network Environment in Online Classes 302 16.2.2 Researches in the Field of Cryptographic Security 302 16.2.3 Researches in the Field of Data Compression 303 16.3 Problem Statements 305 16.4 Methodology Used in Proposed Work 305 16.4.1 Internal Working of Proposed Work 306 16.4.2 Data Compression Using Huffman Mechanism 306 16.4.3 Comparison of AWS, Azure and Google Based Services 306 16.5 Implementation 308 16.5.1 Simulation for Time/Error/Packet Size 309 16.5.1.1 Time Consumption 309 16.5.1.2 Error Rate 310 16.5.1.3 Packet Size 311 16.5.2 MATLAB Simulation for Comparative Analysis of Security 312 16.5.2.1 Man in Middle 312 16.5.2.2 Brute Force Attack 312 16.5.2.3 Denial of Services 313 16.5.2.4 Application-Level Attack 314 16.5.2.5 Attack by Malicious Insider 316 16.6 Conclusions 317 16.7 Scope of Research 318 References 318 17 Perceptions of Teachers and Students on the Use of Google Classroom in Teaching-Learning Process 321 Subhadip Das and Santosh Kumar Behera 17.1 Introduction 321 17.2 Literature Review 324 17.3 Objectives of the Study 325 17.4 Hypotheses and Research Questions 325 17.5 Methodology 326 17.5.1 Delimitations 326 17.5.2 Population 326 17.5.3 Sample and Sampling Procedure 326 17.5.4 Instrument 326 17.5.5 Statistical Techniques 327 17.6 Result and Discussion 327 17.7 Limitations 337 17.8 Educational Implications 337 17.9 Conclusion 338 References 338 18 Critical Review of Computer-Based Technology and Student Engagement 341 Ankita Pathak and Sunil Mishra 18.1 Introduction 341 18.2 Student Engagement 343 18.3 Influence of Technology on Student Engagement 345 18.3.1 Web-Conferencing 345 18.3.2 Blogs 346 18.3.3 Wikis 346 18.3.4 Social Networking Sites 347 18.3.5 Facebook 347 18.3.6 Twitter 348 18.3.7 Digital Games 348 18.4 Discussion and Implications 349 18.4.1 Methodological Limitations 349 18.4.2 Areas for Future Research 350 18.5 Recommendations for Practice 351 18.6 Conclusion 352 References 352 19 Mediated Learning of the Writing Skill via Zoom by EFL Students 359 Le Pham Hoai Huong 19.1 Introduction 359 19.2 Literature Review 360 19.2.1 Cultural Artifacts in Sociocultural Theory 360 19.2.2 Previous Studies 361 19.3 Methodology 362 19.3.1 The Participants 362 19.3.2 Data Collection and Analysis 363 19.4 Findings 363 19.4.1 Mediated Learning of the Writing Skill with Peers via Zoom 363 19.4.2 Mediated Learning of the Writing Skill with Instructors via Zoom 365 19.4.3 Mediated Learning of the Writing Skill via Other Features of Zoom 366 19.5 Discussion and Implications 366 19.6 Conclusion 368 References 368 20 ICT Tools for Efficient Implementation of Blended and Flipped Learning Models 371 Raghavendra C. K. and Madhuri M. 20.1 Introduction 371 20.2 Blended Learning 372 20.2.1 Why Blended Learning? 372 20.2.2 Types of BL Models 373 20.2.3 Roles of Teachers and Learner 374 20.2.4 Blended Learning in Use 375 20.3 Flipped Learning 375 20.3.1 Types of Flipped Learning 376 20.3.2 Flipped Learning in Use 377 20.4 ICT Tools 379 20.4.1 Massive Open Online Course (MOOC) 379 20.4.2 Swayam 379 20.4.3 Learning Management System (LMS) 380 20.4.4 Virtual Labs (VL) 380 20.4.5 G-Suite for Education 380 20.4.6 Microsoft Office 365 for Education 381 20.4.7 Video Recording Apps 381 20.5 Challenges 382 20.6 Conclusion 383 References 384 21 Impact of Information and Communication Technology on Rural Economy: With Special Reference to Uttar Pradesh 387 Aman Roshan, V. C. Sharma and Ram Singh 21.1 Introduction 388 21.2 ICT and its Linkages with Rural Economy 389 21.3 Infrastructural Facilities 390 21.4 Need of the Study 391 21.5 Research Methodology 392 21.6 Objectives of the Study 392 21.7 Hypothesis of the Study 392 21.8 Data Analysis and Interpretation 393 21.9 Conclusion 397 21.10 Limitations 398 21.11 Future Scope of the Research 398 References 398 22 Prioritizing the Critical Success Factors of E-Learning Systems by Using DEMATEL 401 Kiran Mehta and Renuka Sharma 22.1 Introduction and Background 401 22.2 Review of Literature 405 22.2.1 Discussion/Dialogues (Student-Student, Instructor-Student) 405 22.2.2 Course Design/Structure 405 22.2.3 Students´ Motivation 406 22.2.4 Instructor 406 22.2.5 Self-Regulation 407 22.3 Data Inputs and Research Methodology 408 22.4 Discussion of Results 409 22.4.1 Creating Matrix of Direct Effect 409 22.4.2 Normalizing the Matrix of Direct-Influence 410 22.4.3 Preparing the Matrix of the Total-Relation 411 22.4.4 Creating Map of Impact Relationship Among Factors 411 22.4.5 Cause and Effect 413 22.5 Conclusion, Recommendations and Scope for Future Research 414 References 416 23 Online Education Goes Viral - A Phantom Over Mental Peace 421 Lovleen Gupta, Srishti Jain and Abhin Narula 23.1 Introduction 421 23.1.1 Benefits of Home Schoolivery´ 422 23.1.2 Disparate Impact of E-Learning - Indirect Discrimination 423 23.1.3 Mental Health - A Cog in the Wheel 424 23.1.4 Walking Through the Old Lanes 424 23.1.5 Woeful Inadequacy of Resources to Disseminate 425 23.2 Review of Literature 426 23.3 Research Methodology 427 23.3.1 Objective 428 23.4 Analysis and Interpretation 428 23.5 Discussion of the Model 429 23.6 Conclusion and Recommendation 433 23.6.1 Questions in Pursuit of Answers 433 References 435 Index 437mehr

Autor

Rohit Bansal, PhD, is an associate professor in the Department of Management Studies, Vaish College of Engineering, Rohtak, India. He has authored and edited 18 books as well as more than 120 research papers in journals. His areas of interest include marketing management, human resource management, virtual learning, organizational behavior, and services marketing.

Ram Singh, PhD, is a professor at MM Institute of Management, Maharishi Markandeshwar University, Ambala, India. Dr. Singh has a teaching experience of 10 years at the UG & PG level. He has published 5 books and more than 20 research papers & articles in peer-reviewed journals. He has vast experience in teaching virtual learning and financial management.

Amandeep Singh, PhD, is a professor at Chitkara Business School, Chitkara University, Punjab, India. His main areas of research are marketing and virtual learning pedagogy. He has served as Dean/Principal at various reputed universities and colleges. He has published about 50 research papers in various journals and conferences and edited 3 books.

Kuldeep Chaudhary, PhD, is an assistant professor in the Department of Management, Indira Gandhi University. His areas of interest in teaching and research include digital marketing, brand management, e-learning, and service marketing. He has authored a book on brand management and edited two books on select contemporary topics of marketing management. He has authored twenty-two research papers and articles.

Tareq Rasul, PhD, is a senior lecturer, Australian Institute of Business (AIB), Australia. He holds a doctorate in marketing from the University of South Australia, Australia and an MBA from the University of East London, United Kingdom. To date, he has published around 50 peer-reviewed journal articles, conference papers, and book chapters.
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Herausgegeben:Bansal, Rohit