Academic Voices: A Conversation on New Approaches to Teaching and Learning in the post-COVID World

Front Matter
Copyright
Preface
About the editors
Contributors
Editorial
Section A: Platform: Focuses on technology, tools, etc.
Section B: Pedagogy: Teaching approaches, assessment, etc.
Section C: People: Students, lecturers, management, etc.
Section D: Process: Policies, quality assurance, etc.
Section E: Predictions
Its time to talk
Reviewer Acknowledgements
Virtual exchange: Expanding access to global learning
Introduction
What is virtual exchange?
The history of VE
How to plan and carry out a VE collaboration
Technology options for virtual exchanges
Illustrative example
Faculty views on virtual exchange
Disadvantages/challenges
References
A framework for distanced e-learning in digitally constrained communities using WhatsApp
Introduction
Distanced e-learning
Community of inquiry
A blended learning strategy
A framework for instruction using WhatsApp
The DLPCAwCOIS framework
Discovering learning materials
Learning and practising
Collaboration
Assessment
The essence of the proposed DLPCAwCOIS framework
DLPCAwCOIS framework in action
Discovering materials using WhatsApp
Learning and practising using WhatsApp
Collaborating using WhatsApp
Assessment using WhatsApp
Conclusion
References
Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing o
The challenge: Emergency teaching and learning
Background: The drivers and disruption
Lightboard technologies as a teaching tool
An opportunity: Custom building a lightboard
A global pandemic informing design
The set-up: The finer details
The outcome: A live streaming lightboard system in use
Feedback and improvements
Final thoughts: Continuing to enhance TandL
References
Mobilising screencast technology and ipsative design to transform feedback practices
Definition of terms
Introduction
A discoursal renaissance
Dialogic, socratic and ipsative feedback
Screencast feedback
Source-recipient relationships
Feedback-seeking behaviour
Implications
Conclusion
Acknowledgement
References
Covid-19 and student engagement: Perspectives of educators to abridge learning loss and engage students in the ...
Online learning in the new normal
The pedagogy of online learning environments
Instructors role in an online environment
Conceptualising learner engagement
Research process
Engaging instructional strategies
Academic challenge
Learning with peers
Experiences with faculty
Campus environment
Conclusion
References
Gamification as an engagement, learning and interaction strategy for distance education in Mozambique
Introduction
Literature review
ICT and distance education in Africa
Gamification
Gamification in distance education worldwide
Methodology
Results and discussion
Conclusion
References
Upping our game-Increasing online engagement through gamified e-learning
Level 0: Gamification loadinga
Level 0.5: Almost ready
Level 1: Motivation as the foundation of gamification
Level 2: Gamification and gamified e-learning research
Level 3: Harnessing different game elements
Level 4: Understanding `players and motivating them appropriately
Level 5: Shallow vs deep-level gamified e-learning
Level 6: Understanding the student experience in gamified e-learning
Level 7: An approach to effectively gamify e-learning
Level 8: The future of gamified e-learning
Level 9: Conclusion
References
Participatory learning culture: From spectators to creators in online learning environments
Introduction
Theoretical background
Participatory culture
Models of participation
Learner online engagement level (LOEL) model
Research method
Result
Proposed online learning strategies for curators
Proposed online learning strategies for consumers
Proposed online learning strategies for communicators
Proposed online learning strategies for collaborators
Proposed online learning strategies for producers
Conclusion
References
Online STEM teaching of practical chemistry: Challenges and possibilities
Introduction
Developing 21st century competencies in students
Developing the 21st century STEM competencies through practical chemistry
Technology supported practical chemistry
Conclusion and recommendation
Towards a digital practical chemistry pedagogy
References
Pandemic-proof teaching: Blended learning infrastructure to support a pivot to hybrid/online pedagogy
Introduction
Implementing blended learning to improve student success
Blended learning: Fundamentals and applications
Blended learning: Foundation for flexibility in learner-centric pedagogy
Blended learning: Applications in the laboratory
Blended learning: Innovative assessments supporting student success
Adaptive learning through courseware
Interactive homework through courseware
Formative assessments through courseware and lab platform
Blended learning supports pivot to online and hybrid methods
Remote/hybrid teaching transition: Meeting the challenge
Remote/hybrid teaching transition: Leveraging established blended learning infrastructure
Remote/hybrid teaching transition: Student success in a pandemic year
Conclusions
Blended learning enhances student engagement for improved outcomes
Limitations and lessons learned during pandemic
The future of pedagogical readiness
Dedication and acknowledgement
References
Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities
Introduction and context
HCVM through the ages and resistance to change
COVID-19 and Mauritius
Methodology and case overview
Data collection methods
Modules background and their pedagogical implications
Students
Personal profile
Community of inquiry
Jumping into the fray: Pedagogical approaches and strategies
Challenges
Absence of in-person teachers and students presence
Lack of individualised attention and immediate feedback
Absence of peer-to-peer learning
Difficulty in coping with work and studies
Absence of tabla accompaniment
Feeling of unreadiness for the examinations
Technical glitches
Achievements
Developing autonomous, self-regulated learning skills
Adopting and developing proficiencies in the new technologies
Ubiquitous audio-visual support material
Overcoming temporal and spatial distances
Fostering better and more consistent communication flow
Developing new ways of assessing students
Creating an appropriate environment for learning online
Opportunities, final reflections, and recommendations
Have actions yielded positive results?
What ought to be done in the future?
Three-layered teaching approach
Adaptive online teaching and learning framework (AOTLF)
Conclusion
References
Assessment in higher education during troubled times: The case of a South African arts module
Introduction
Methodology
Literature
What is assessment?
Purposes of assessment
Principles of assessment
Constructively aligned assessment
Transforming and contextualising assessment
Arts compatible assessment
Use and availability of technology
Effecting the change
Questionnaire data and discussion
Conclusion
References
COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assess ...
Introduction
Teacher and student presence in the online space
Making my course content and materials accessible and interactive
Fashioning assessments in a way that motivates and facilitates students learning
Conclusion
References
Application of trauma-informed teaching and learning principles in a blended learning environment
Introduction
Principle 1: Physical, social, psychological and academic safety
Principle 2: Trustworthiness and transparency
Principle 3: Support and connection
Principle 4: Collaboration and mutuality
Principle 5: Empowerment, voice, and choice
Principle 6: Social justice
Principle 7: Resilience, growth and change
Discussion
Conclusion
References
Student-centered learning, collaborative learning, and a pedagogy of care for the next normal: An online fore ...
Introduction
Online course design in a postpandemic context
Online language teacher education course design
The theoretical framework
The online language teacher education course
Case study
Research questions
The participants
The method
Results and analysis
Conclusion
References
Comparative reflections on the transition to online delivery in higher education during the COVID-19 pan
Introduction
Comparing teaching methods
Comparing technology adoption and assessment tools
Emergency remote teaching vs quality online teaching
Staff training for preparing and delivering online teaching at HUD
Staff training for preparing and delivering online teaching at UKZN
Comparative case studies: HUD and UKZN
HUD: Transition from face-to-face to online teaching of cluster, cloud and grid computing module
UKZN: A personal exploration of the online journey
Conclusion
References
Skillsets and attributes for enhanced teaching-learning outcomes at higher educational institution
Preamble
The evolving face of education
Pedagogy being redefined
Skillsets and attributes required by the academics
Digital competencies and digital literacy for 21st century academics
Tomorrows calling
Conclusion
References
Additional websites referred
COVID-19 consequences-Aligning learning outcomes with realigned teaching activities
Introduction and background to the Basic isiZulu module
Literature review
Theoretical framework
Methodology
Ethical considerations
Participants
Data collection
Results and discussion
Quantitative results
Technological skills
Qualitative results
Pedagogical skills
Socialisation and the promotion of online communication
Theories of online language learning and curriculum design
Online assessment
Evaluation of online language teaching
Conclusion
Limitations and recommendations
Declarations
Availability of data and materials
References
Covid-19, community psychology and some thoughts on teaching and learning
Introduction
Reflection
Elaboration
The psychological sense of community
Emotional and social support
Emotional and social intelligence
Recommendations
Self-awareness
Self-control
Motivation
Social awareness
Social skills
Emotional and social support
Psychological sense of community
References
HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice
Who are TATALers and what is TATALing?
A framework for `Talking About Teaching and Learning
TATALers TATALing
The Auckland TATAL: From CoP to CfP
The early days: A new community
A CoP finding its feet: Reflecting together
A thriving CoP: Nurturing, supportive, and trusting engagement
A CoP responding to a global pandemic disruption
The transformation: More than a CoP
Emerging as a CfP
TATALing in a post-COVID world
References
Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic profession ...
Introduction
Theoretical framework
Literature review
The transition to ERTL
Academic professional learning during a crisis
An ethic of care in supporting academics
Methodology
Conceptualisation and development of the evolving support strategy
Rapid online toolkit faculty support site
Webinar series
Individual and group support system
Reflections on professional learning support provided during ERTL
Implications for practice
Conclusion
References
Teaching adaptability in higher education institutions: A case study of a private Indian university
Introduction
Research problem
Literature review
Study aim and objectives
Research methodology
Discussion of findings
Conclusion
References
Faculty perspectives on Moodle migration during COVID-19: A view from the global South
Introduction
Research problem
Literature review
Flexibility
The state of e-learning
Implementation challenges
E-learning adoption
Conceptual framework
Methods
Results and discussion
Limitations and recommendations
Conclusion
Acknowledgement
References
Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19
Introduction
Background: Experiential learning in a transdisciplinary WIL context
Methodology
Experiencing a different kind of `complex problem: Reflections on pandemic teaching
Perceptions and challenges of experiential learning online
The silver lining of experiential learning online
Conclusion
References
Disruptions and delays: Lecturers experiences of moving an information systems module online
Introduction
Literature review
Educational technology in HE
Preliminary COVID-19 HE online experiences
Theoretical framing
Methodology
Discussion
Teaching disruptions
First teaching disruption: Student protest
Pedagogy
Coordination, administration, and communication
Summary of student protest impacts
Second teaching disruption: National COVID-19 lockdown
Pedagogy
Coordination, administration, and communication
Summary of pandemic impacts
Process delays experienced during ERT
Delays identified in the Quilling (2021) framework
Delays not identified in the Quilling (2021) framework
Conclusion
References
Assessing the relationship between academic communities of practice and collegial learning: Case: Universit&eac
Introduction
Problem statement
Wenger-Trainers theoretical framework
Community of practice
Collegial learning
The Mauritian context
Research questions
Methodology
Findings
Existence of a community of practice (CoP) in a pedagogical environment like the UdM
Investigating the characteristics of CoP in the university environment
Domain identification
Community identification
Practice
Analysis of elements of collegial learning at the UdM during COVID-19
Substantiating collegial learning at the UdM
Relationship between community of practice and collegial learning at the UdM during COVID-19 pandemic
Sustainability of communities of practice and collegial learning during and after the COVID-19 period
Conclusion
References
The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic
Introduction
Literature review
The importance of eLearning use
Theoretical underpinnings
Research methodology
Results
eLearning use by participants
eLearning use before and during the COVID-19 national lockdown
Measures to promote engagement
The perceptions on future eLearning use
Discussion of findings
Conclusion
References
Intersections of the mental, social, economic, and physical burdens of COVID-19 on women in academi
Introduction
Methodology
Mental, social, economic, and physical burdens
Mental burdens
Social burden
Economic burden
Physical burden
A universal clinical model for women in the academy
Next steps
Conclusion
References
Further reading
A metabletic investigation on the impact of living, learning, and leading university reform in the pa
Introduction
Scope
Metabletics
Phenomenology
Metabletics methodology
A metabletic investigation of the COVID-19 pandemic
The theoretical principles
The practical principles
A metabletic investigation of student feedback and their experience of the pandemic
Subtle cultural nuances from the cross-nations metabletic investigations
The pandemic shadow-Key questions arising from the metabletic investigation
The challenge of university reform
Conclusion
Acknowledgement
References
Towards authentic online assessment in higher education: Lessons learnt during the COVID-19 period
Introduction
Historical background on learning and assessments in higher education before COVID-19
Concept of learning and authentic assessment
Relationship between learning outcomes, learners activities, and assessment
Universities practice on learning and assessments during COVID-19: Policies and practice
Online learning authentic assessments
Lessons learnt on online assessments in higher education during the COVID-19 pandemic period
References
Further reading
The voices of online students in the quality assurance process
Introduction: The Ontario context
Review of the literature
The BA in educational studies and digital technology program
Methodology
Findings
Discussion
Conclusion and recommendations
Limitations
References
Resit exams in Australian higher education: Lessons from a novel COVID-19 assessment trial
Introduction
Literature review
Reasons for resits
Considerations about resit practices
The study
Context
Data collection and analysis
Findings
Student resit exam performance
Student views on resit policy during the pandemic
Student views on how to improve the resit exam experience
Discussion
Conclusion
References
Prevalence of online cheating during the COVID-19 pandemic
Introduction
Literature review
Role of information and communications technology in higher education
Academic dishonesty in higher education
Why do students cheat?
E-cheating
Types of e-cheating
E-cheating inside the classroom
E-cheating outside the classroom
The impact of COVID-19 on online assessments
Methodology
Research approach
Population and sample size
Research instrument
Data analysis techniques
Results
Level of e-cheating
Tools used for e-cheating
Discussion and recommendations
Conclusion
References
The `futurist voice of academia
Perhaps COVID-19 will vaccinate against academia loneliness as well
From `sage on the stage to `steering on the net
Acknowledgements
References
Unbound education: Curriculum no longer confined by time and space
Autonomous learning
Social learning
Addressing institutional resource inequities
Addressing inequities in admissions
Summary
References
Meet Lisa: The robot who stole your job
A vision of the future
What this may mean for universities as a whole
Reference
Doctoral supervision: Let us dream about thesis defence!
Use of technology/digital tools, interaction, oral thesis defence
Recommendations and conclusion: How will our dream unfold?
References
The relevance of digital transformation in Africa in the wake of COVID-19: A giraffe's prospective
Digital transformation and the digital coloniality agenda
Predictions premised on Africas HEIs digital learning spaces
Ubuntu and Africas pushback of coloniality
References
Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile
Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile
Challenge and opportunity
A humane chance
Beyond resurgence
References
Index
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