Intro
Preface
Contents
Digital Education for 21st Century Learning
A Self-Determination Theory Perspective on Online Lessons
Introduction
Self-determination Theory
Increasing Autonomy, Competence and Relatedness in Home-based Learning
Provide Ample Opportunities to Involve Others
Incorporating Collaborative Activities
Utilizing the Wider Community
Provide Structured Opportunities for Feedback
Provide Appropriate Tools for Personalized Learning
Conclusion
References

Student-Centered Learning with Large Student Groups: Rationale, Organization, and Experiences in Problem-, Project-, and Team-Based Learning
Introduction
What Is PBL?
How Does PBL Work?
Role of the Tutor
PBL and Small Scale
Integration of Technology in PBL
PBL with Large Student Groups
The Present Study
Methods
Participants
Materials
Procedure
Analyses
Results
Rationale
Organization
Experiences
Technology
Discussion
Increased Interest in PBL and Lack of Resources
Keeping Small Group Discussions in Large-Scale PBL

Physical Learning Environments for Large Student Groups
Technology in Large Classrooms
Online Learning Environment for Large Student Groups
Students' and Tutors' Experiences with Large Student Groups
Limitations and Recommendations
Conclusion
Appendix A: Definition of Team-Based Learning (TBL) and Project-Based Learning (PjBL) and Their Differences with Problem-Based Learning (PBL)
Appendix B: Background of Participants
References

Online Synchronous Peer Feedback Practice During COVID-19: Learners' Self-Regulated Learning Mediates Their Perceived Value of Feedback and Feedback Uptake
Introduction
Peer Feedback Practice
Online Peer Feedback Practice
Self-Regulated Learning and Feedback
Conceptual Framework
Perceived Value of Feedback (PV)
Self-Regulated Learning (SRL)
Uptake of Feedback (UF)
Research Problem
Significance of Study
Aims of the Study
Methods
Research Context
Participants
Procedures and Data Collection
Instrument
Data Analysis Plan
Result Analysis

Descriptive Statistics of the Items
Reliability Analysis
Correlation Analysis
Validity Analysis
Discussion
Implications
Limitations and Future Directions
Conclusion
References
Does Online Coaching Support Training Transfer? Coaches' Perceptions of Early-Career Teachers' Implementation of Self-Regulation Strategies in the Context of a Professional Development Programme
Introduction
Professional Development to Enhance Teachers' Self-Regulation
Online Professional Development and Coaching
Assessing (Online) Coaching Outcomes
The Present Study
Method