| Table 2.1. | Types of Digital Learning Synchrony Groups by Location | 53 |
| Table 2.2. | Professors and Lecturers Use Different Digital Learning Arrangements According to Group Size | 55 |
| Table 3.1. | Dimensions and Tools Linked to Pedagogical Components | 88 |
| Table 3.2. | Types of Social Support | 95 |
| Table 4.1. | Summary of the Restaurant Operating Environment | 117 |
| Table 4.2. | Historical Operating Report | 118 |
| Table 4.3. | Simulation Data Input Points | 120 |
| Table 5.1. | Average Ratings of Factors Used by the Institutions in the Evaluation of Emergency Remote Teaching | 143 |
| Table 7.1. | Blockchain Classification and Comparisons | 182 |
| Table 9.1. | Types of Interactions and Digital Technology Tools to Foster the Interactions | 223 |
| Table 11.1. | Data Collection Themes | 251 |
| Table 11.2. | Data Collection – Follow-up Questions | 252 |
| Table 13.1. | Description of Participants (n=39) | 302 |
| Table 13.2. | Understandings and Perceptions of Participants Regarding the Ends of Higher Education Institutions | 305 |
| Table 2.1. | Types of Digital Learning Synchrony Groups by Location | 53 |
| Table 2.2. | Professors and Lecturers Use Different Digital Learning Arrangements According to Group Size | 55 |
| Table 3.1. | Dimensions and Tools Linked to Pedagogical Components | 88 |
| Table 3.2. | Types of Social Support | 95 |
| Table 4.1. | Summary of the Restaurant Operating Environment | 117 |
| Table 4.2. | Historical Operating Report | 118 |
| Table 4.3. | Simulation Data Input Points | 120 |
| Table 5.1. | Average Ratings of Factors Used by the Institutions in the Evaluation of Emergency Remote Teaching | 143 |
| Table 7.1. | Blockchain Classification and Comparisons | 182 |
| Table 9.1. | Types of Interactions and Digital Technology Tools to Foster the Interactions | 223 |
| Table 11.1. | Data Collection Themes | 251 |
| Table 11.2. | Data Collection – Follow-up Questions | 252 |
| Table 13.1. | Description of Participants ( | 302 |
| Table 13.2. | Understandings and Perceptions of Participants Regarding the Ends of Higher Education Institutions | 305 |
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.