Agile Learning Environments amid Disruption: Evaluating Academic Innovations in Higher Education during COVID-19

Foreword 1
Foreword 2
References
Contents
Notes on Contributors
List of Figures
List of Tables
1: Introduction: Academic Innovations in Disruptive Learning Environments and the Power of Research-informed Case Studies
Background
Academic Innovations: A Brief Overview
Academic Innovations in Higher Education Milieu
Towards a Simple Definition of Academic Innovations
Educationally Principled Appraisals and the Power of Research-informed Case Studies
The Trajectory of this Edited Volume
Part I: Taking an Institutional Perspective to Learning amid Disruption
Part II: Redesigning Whole Programmes to Meet Challenges of Remote Learning
Part III: Focusing Pedagogic Design in Remote and Blended Curricula
Part IV: Restructuring Assessment and Feedback for Online Pedagogies
Part V: Supporting Student Learning and Wellness in Lockdown
Summary
References
Part I: Taking an Institutional Perspective to Learning amid Disruption
2: Interrogating the Established Knowledge and Practice Base of COVID-19 Higher Education Learning
Introduction
Theme-1: Taking an Institutional Perspective to Learning amid Disruption
Theme-2: Redesigning Whole Programmes to Meet the Challenges of Remote Learning
Theme-3: Focusing on Pedagogic Design in Remote and Blended Curricula
First Level: Foundational Level Competence
Second Level: Innovative Design and Sustainability of the Curriculum
Theme-4: Restructuring Assessment and Feedback for Online Pedagogies
Theme-5: Supporting Student Learning and Wellness in Lockdown
Conclusion
References
3: Exploding Hierarchies for Educational Change: Leveraging ‘Third Spaces’ within Solent University’s Transformation Academy
Introduction
Contextual Background
Research and Evaluation Procedure
Results and Findings
Collaborative Working
Broadening Roles and Widening Perspectives
The Breaking Up of Usual Reporting Lines
The Capacity to Engender Change
Long-term Impacts
References
4: Evaluating Microlearning: A Cross-faculty Case Study of a Sino-foreign University
Background
Challenges Presented by Lockdown
Microlearning
Learning Analytics
Panopto
Case Study 1
Case Study 2
Discussion and Implications
Recommendations
References
5: Embedding Mental Wellbeing in Lockdown: An Increased Priority during a Pandemic
Introduction
Agility to Change the Plan
Expanding the Student-facing Online Hub
New Resources to Support Embedding Mental Wellbeing in the Virtual Classroom
Enhancing Staff Training around Professional Boundaries and Mental Health Matters
Expanding Teacher Training for Greater Focus on Embedding Mental Wellbeing
Sharing Best Practice to Enhance Embedding Mental Wellbeing in the Curriculum
Regular Evaluations
Conclusion
References
6: Higher Education during COVID-19: First Response and Challenges in Tamil Nadu, India
Introduction
Emergency Online Learning Initiatives in India during COVID-19
The Study
Findings and Discussion
Infrastructural Limitations
Preparedness for Online Teaching and Learning
Need for Directed Student Support
Non-concerted Efforts of Government, Policy Makers and University to Ensure Equity in Online Education
Implications in the Post-COVID-19 World
Conclusion
References
7: Modelling Learner Engagement through Zoom: Using Situated Learning to Develop Educator Capabilities in Synchronous Online Teaching
Introduction
Background
Research Design
Contextual Background
Professional Development Workshops
Evaluation Procedure
Results and Discussion
Authenticity of the Environment
Authentic Activities
Access to Expert Performances and Modelling of the Processes
Multiple Roles and Perspectives
Articulation
Coaching and Scaffolding
Collaborative Construction of Knowledge
Conclusions and Recommendations
References
8: Life in the New Normal: A Critical Analysis and a Case Study of the Online Intercultural Exchange
Introduction
The Significance of Intercultural Exchange
Virtual Intercultural Exchange
The Role of English as a Lingua Franca (ELF) in Online Exchange
Background and Context of the Study
The Case Study
The Case Study Evaluation
Alternative Approach to the Cultural Exchange
Teaching Intervention Needed
Awareness of English as a Lingua Franca (ELF)
Conclusion
References
9: Supporting Multidisciplinary Transitions to the Blended Environment: Innovations and Challenges for Lecturers
Introduction
Innovative Approaches
Communication Tools
Interactive Teaching Resources
Remote Alternatives to Practical Pedagogies
Challenges
Technology and Access to Resources
Time Pressures
Loss of Networks
Discussion: Lessons Learned
References
10: We Close on Friday: A Case Study Pivot to Online Learning and Beyond at a UK Higher Education Institution
Introduction
A Brief Overview of the Institution
Phase 1: Initial Reaction to the COVID Crisis
Phase 2: Contextually Effective Change—Our Considerations
What was the Rationale for a Community Approach?
Phase 3: Moving Forward to a New Digital Reality
Evaluation
Themes Emerging from Our Evaluation
Confidence: With Online Learning and Technology
Communication: From Us as the Authors and Cascaded Institutionally from Senior Managers
Change: How It is Managed and Experienced
Workload Demands: With the Change to Online Learning and Supporting Students
Systematic Difficulties: Software and Institution Processes
Doing Change to or with Colleagues?
Scholarship on Long-term Impacts and Recommendations
References
11: Exploring Perceptions of Social Presence among Researching Professionals
Introduction
Contextual Background
The Professional Doctorate Programmes at the Open University
Defining Social Presence
Enhancing Social Presence during the Pandemic
Research Approach
Online Survey
Focus Group Discussion
Structured Responses: The Survey
Unstructured Responses: Focus Group Discussion and Open Survey Questions
Theme 1: Ability
Theme 2: Opportunities
Theme 3: Motivation
Scholarship on Long-term Impacts
Conclusion
References
12: Implications of COVID-19 on Researcher Development: Achievements, Challenges, and Opportunities
Contextual Background
Research Procedure
Data Analysis
Facilitators
Theme: Facilitators
Theme: PGRs
Theme: Session Delivery
Theme: Session Structure
Postgraduate Researchers
Theme: PGRs
Theme: Session
Theme: Programme
Scholarship on Long-term Impacts
References
13: Redefining the Role of Programme Leadership in Preserving Intended Learning Outcomes during the COVID-19 Crisis
Contextual Background
Quality Assurance
The Teaching and Learning Factor
The Leadership Factor
Programme Leadership amid a Pandemic
Areas of Focus
Methodology
Statistical Analytical Processes
Results and Findings
Findings
Support for Quality Assurance Staff
Staff Knowledge and Expertise
Discussion
Communication
Support for the Quality Assurance Team: Facilitation
Support for the Quality Assurance Team: Know-how
Support for the Quality Assurance Team: Compassion
Conclusion
References
Part II: Redesigning Whole Programmes to Meet Challenges of Remote Learning
14: Ready for Anything: Adaptive Curriculum Design for Interdisciplinary Team Projects in Work Integrated Learning
Introduction
Context
Adaptive Curriculum Design
Evaluation
Principles of Good Practice
Project-based Learning
Project-based Work Integrated Learning
Interdisciplinary Approaches
Teamwork and Peer Learning
Analysis
Discussion and Final Reflections
References
15: Clumsy or Competent? The Social and Cultural Dimensions of Using Blackboard Collaborate at the University of Jeddah in Saudi Arabia
Background and Research Context
Learning Culture in Saudi Higher Education
Potential of Blackboard Collaborate for Supporting Self-regulated Learning
Preparing Faculty Members to Tackle Cultural Barriers
Research Design: Qualitative Case Study
Results and Discussion
Synthesis 1: Learning Culture in Saudi Arab’s Higher Education and Preparedness of Faculty Members to Use Blackboard Collaborate
Synthesis 2: Potential of Blackboard Collaborate and Its Use for Teaching Chemistry and Supporting Self-regulated Learning
Synthesis 3: Constraints and Challenges for Faculty Members in Using Blackboard Collaborate to Support Self-regulated Learning
Conclusion
References
16: Multimodality, Mediation and Communities of Practice: Developing a Sense of Belonging through Digital Communication Tools in a Final-year Journalism Course
Introduction: The Changing Context of Journalism Education
Overview: From Journalistic to Teaching Practices
Methods
Student Ownership and Relevance to Industry
Online Socialities and Technological Encouragement
Importance of Teaching Staff
Long-term Impacts
References
17: Chinese Undergraduates’ Perspectives of an Emergency Shift to Online English Instruction during COVID-19 Pandemic in Wuhan
Introduction
Emergency Remote Teaching (ERT)
Case Context
The Delivery of ERT in English Writing A2
Research Procedure
Results and Discussion
Students’ Perspectives of the Overall Learning Experience
Students’ Perspectives of Specific Features of the Course
Conclusion and Recommendations
References
18: An Action Learning-based Approach to Creating and Maintaining Student Engagement Online
Introduction
Designing Learning Experiences for Student Engagement
Learning from Challenging Contexts: Action Learning to Improve Understanding and Practice
‘Practice what you preach’: Adopting Action Learning to Address the Challenges of the COVID-19 Pandemic
Cycle One: The Challenge of a Global Pandemic
Cycle Two: Keeping the Pedagogical Horse before the Technological Cart (after Sankey, 2019)
Cycle Three: Growing Together
Cycle Four: Mastering the Learning Space
Overall Reflections and Key Learnings
Conclusion
References
19: The Impact of COVID-19 on Learning for Final-year Nursing Students
Introduction
Background and Context
Our Study
Understanding and Interpreting the Evidence to Support Care Delivery
Reasoning, Decision-making and Intuition for Leadership
Maintaining Quality and Supporting Improvement in Time of Crisis
Challenge
Values and Beliefs in Nursing
Understanding and Theorising the Impact on Learning
Expansive Learning for the Formation of Nursing Identity: ‘Acting with integrity’
Expansive Learning for the Interpretation and Contextualisation for Nursing: ‘Thinking’
Expansive Learning for the Development of Competent Nursing: ‘Performing’
Conclusion
References
20: Pivoting a Business School’s Teaching Online
Introduction
About Us
Pedagogic Practices Pre-pandemic
Pedagogic Approach
Implementation
Evaluation
The Initial CPD and the Overall Approach
Teaching during the First Teaching Period
Feedback from Staff
Feedback from Students
Summary
References
21: Designing a Collaborative Online Learning Experience to Train Graduate Teaching Assistants Using a Sociocultural Framework
Introduction
Contextual Background
Our Response: A New Design for Online Learning
Gaining the Graduate Teaching Assistant Perspective: Research Procedure
The Graduate Teaching Assistants’ Perspective
Engagement
Learning from and with Others
Communication
Reflections on Long-term Impacts
References
22: Educator Reflection on Online Delivery of Professional Development to Precarious Academic Staff
Introduction
Teaching in Higher Education
UK Professional Standards Framework
Background
Academic Development Support at QUT
Impact of COVID-19
Research Design
Reflective Practice Using the UKPSF
Reflective Questions
Results and Discussion
Scaffolding Online Learning and Modelling Active Learning
Purposeful Design
Diverse Learners
Conclusions and Recommendations
Designing and Planning Online Professional Development
Facilitating Online Professional Development
Evaluation and Reflection on Professional Development
References
23: Slaying the Dragons: Formal and Informal Collaborative Approaches to Developing the Online Learning and Teaching Identities Required for Running Courses
Introduction
Designing and Running an Online Staff Training Module
Evaluation
Repurposing the Pedagogic Knowledge for the University’s Response to COVID-19
Ethical Considerations
The Learning from this Case Study
References
24: Pivoting Professional Recognition—A Community Approach
Introduction
Context and Challenges
Building a Fellowship Community
Pivoting the Fellowship Community
Evaluating the Pivot
Evidence of Value Creation as an Online Fellowship Community
Immediate Value
Potential Value
Applied Value
Realised Value
Consolidating Our Learning and Move Forwards
Conclusion
References
Part III: Focusing on Pedagogic Design in Remote and Blended Curricula
25: Learning in Crisis: Analysing a University-wide Transition to Microlearning Using Infographics
Introduction
The Case of THE University
Research Methods
Findings
Individual Differences
Differing Perceptions of Infographic Designs
Learning Styles
External Effects of University Management
Dissemination of the Infographics
Overload of Information
Discussion: Learning Points from the Findings
References
26: Hybrid Delivery of Practical Chemistry Courses Using Pre-lab Tutoring System
Introduction
Contextual Background
Practical Chemistry in the Department of Chemistry
COVID-19 Disruptions
Evaluation Procedure
Before the Pandemic
During the Pandemic
Scholarship on Long-term Impacts
Use of Pre-labs
Delivery of Remote Experiments and Live Labs
Synchronous Online Marking
Summary
References
27: ‘Still Learning Together’: The Way YouTube Videos Helped Arts and Humanities Students during Lockdown
Context
The Problem
Project Aims
Phase One of the Project
Evaluation of Phase One
Impact of Phase One
Phase Two of the Project
Phase Three of the Project
Evaluation of Phases Two and Three
Long-term Impact of the Project
References
28: The Past Informing the Future: Learning Logs in Online Education
Introduction
The People Management Module at WMG
Learning Logs and their Use in Education
The Study
Methodology
Ethics, Validity and Reliability
Sampling and Analysis
The Data Findings
Individual Reflections: Learning and Life
Student’s Perceptions of Pedagogic Practice
Future Teaching Direction and Module Content
Discussion
Moving Forward: Changing the Curriculum
Conclusion
References
29: Reading Online during Lockdown: Insights from History and Heritage
Introduction
Contextual Background
The Module
Technology
Pedagogy and Assessment
Research Design and Methodology
Ethics
Student Personae
Findings
Reading and Annotating
Interacting and Collaborating
Assessment
Discussion
Framing the Activity
The Role of the Academic
Cadence
Reading and Annotation
Interaction and Collaboration
Further Opportunities and Implications
Conclusion
References
30: Emergence of ‘Cloud Simulation’ as a Virtual Learning Tool in Maritime Education
Introduction
Evolution of Simulation Training during COVID-19
Cloud Simulation: Challenges and Opportunities
A Comparison Case Study of Teaching and Learning
Findings from the Focus Group Session
Key Learning Points and Concluding Remarks
References
31: Delivery of e-Research-informed Teaching (e-RIT) in Lockdown: Case Insights from a Northern Irish University
Introduction: Research-informed Teaching in Practice
Learning Context and Academic Setting
Programme and Module Information
Promoting Online Engagement
Stages 1 and 2: Providing Access, Increasing Motivation and Supporting Online Socialisation
Stage 3: Exchanging Information
Stage 4: Constructing Knowledge
Stage 5—Development: ‘Learn More—Do More’ tasks, Summary Podcasts, Studiosity Feedback
Evaluation: Success Case Method
What Worked for Those Who Found the e-RIT Useful?
Learning Points
Conclusion
References
32: Enabling Dynamic Landscapes through Stop Motion Animation
Introduction
Educational Perspectives of Design Studio
Landscape Architecture and Stop Motion Animation
Landscape Architecture Representation
Landscape Architecture Design Studios
The Study
Method
Results
How Might Stop Motion Animation Prove Long-term Impacts?
Improved Experiential Experience for Students
Scaffolding Existing Digital Capabilities to Create a Deeper Student-centred Learning Environment
A More Equitable Learning Environment for Culturally Diverse Student Groups
Conclusion
References
33: Developing and Evaluating a Virtual Placement: Analysing the Health and Social Needs of a Defined Community during COVID-19
Introduction
Contextual Background
Evaluation as a Research Approach
Sample
Data Collection
Ethical Considerations
Data Analysis
Findings
Theme: Knowledge and Understanding
Theme: Communication
Theme: Management and Leadership
Discussion
Conclusion
References
34: Virtual Learning Environments in Hong Kong and the Digital Design Studio: When Needs Must
Introduction
Research Context: Architecture Education in Practice
Virtual Design Studios
COVID-19 Impact on Architecture Education
The Caritas Institute of Higher Education (CIHE) Virtual Design Studio
Methodology
Findings and Discussion
Student Reactions to the VDS
Virtual Design Studio Challenges: Isolation, Interaction and Lack of Communication
Adapting Approaches in Architecture Education to Suit the Specific Requirements of VDS
Key Learning Points
Conclusion
References
35: Transforming Online Learning: From Distant Relative to Nearest and Dearest
Introduction
Contextual Background
The University of Wolverhampton
University Policies and Practice
The Department
Technology
The Module and Students
Evaluation Procedure
Approach
Methods
Ethical Considerations
Results
Inclusivity: Staff and Student Perceptions
Community
Content
Facilitator
Discussion
Long-term Implications
Conclusion
References
Part IV: Restructuring Assessment and Feedback for Online Pedagogies
36: Enhancing Online Assessment Quality through Collaboration
Introduction
Medical Sciences Online Assessments at CQUniversity Australia
Evaluation Framework
Findings
Theme One: Organising and Organisation
Theme Two: Joint Mission
Theme Three: Learning Lessons-Lessons Learnt
Drawing the Threads Together and Impacts Moving Forward
Conclusion
References
37: Challenges in Conducting Online Assessments: Experiences of Management Faculty Members in Nepal Higher Education
Introduction
Traditional Approaches to Assessment in HE Business Programmes
Assessment Practice in the Business Programme at Pokhara University
Methodology
The Nature of Data
Data Collection
Data Processing
Data Analysis
Findings and Analysis
Learning was Phenomenal
Processes Play a Vital Role in the Quality
Results may Conflict with Student Quality
Lessons Learned from the Online Assessment Practice in Nepal
Conclusion
References
38: Developing Teacher Expertise: Assessing the ‘Micro-Teach’ Online as an Alternative to Classroom-based Teaching
Introduction
Clinical Education Programme at the University of Plymouth
Research Approach
Findings
Initial Reactions to Migrating Online
The Environment and Social-emotional Engagement
Interactivity and the Development of Learner-centred Teaching
A Catalyst for Change and Innovation
Discussion
Conclusion
References
39: Virtual Case Studies for Assessment Preparation and Practice
Introduction
Effect of Lockdown on VR-based Teaching at Swansea University
The Study
Methodology—Post Graduate Exercise
Case Study 1—Business Risks
Case Study 2—Auditing Group Companies
Case Study 3—Various Auditing Issues
Technical Aspects
Undergraduate Case Studies
Results
Key Learning
Conclusion
References
Part V: Supporting Student Learning and Wellness in Lockdown
40: Decision-making under Uncertainty: How University Students Navigate the Academic Implications of the COVID-19 Pandemic Challenges
Introduction
The Study
Methodology
Findings and Analysis
Decision-making Process Map
Information and Social Network Diagram
First- and Second-year Undergraduate Focus Groups
Continuation of Studies
Types of Learning Environment
Part-time Work to Develop Transferable Skills or Financial Support
Student Life and Support Network
Third-year Undergraduate Students
Prospects After Graduation
To Have Part-time Work or Not?
The Learning Environment
Transferrable Strategies and Learning from the Focus Groups
Conclusion
Appendix 1
Appendix 2
References
41: Locked Down but Not Locked Out: Personal Tutoring for Philosophy, Ethics and Religion Students and the Wider Community at Leeds Trinity University During COVID-19
Introduction
Context
Personal Tutoring and Widening Participation in Higher Education
Lockdown: Project 2020 at Leeds Trinity University
Implementing an Institutional Response to Personal Tutoring at LTU—Level Tutors
A Year Later: Reflecting to Move Forward
Findings and Discussion
The Student Voice on Personal Tutoring
The Staff Voice on Level Tutors
Insights for the Future
Conclusions
References
42: Protecting Student Retention through eMentoring during a Pandemic
Transitions in Bangladesh and Global Higher Education during the Pandemic
English Language Teaching in Bangladesh Higher Education
Teachers’ Changed Roles as eMentors
The Study
Methods
Participants
Data Collection
Data Analysis
The Phenomenological Research Design
Findings and Discussion
Challenges of Online Learning during the Pandemic
Lack of Motivation
Physical, Psychological and Instrumental Barriers
Supporting through Mentoring
Adapting Pedagogical Issues
Facilitating Discovery of the ‘Self’
Upholding Students’ Self-esteem
Developing Students’ Self-awareness
Addressing Individual Needs Promotes Inclusion
Counselling Struggling Students
Creating a Non-threatening Ambience through Interactions and Critical Feedback
Development of Self-monitoring
Encouraging Inquiry into the Critical Areas
Learning for Future
Conclusion
References
43: A Holistic Approach to Teaching Final-year Business Students in Malaysia during COVID-19
Introduction
The Case of a Business Education Programme in Malaysia
Research Procedure
Student Perceptions of Academic Challenges and Experiences
Supportive Strategies by Teaching Team for Students
Scholarship on Long-term Impacts
Conclusion
References
44: Skills Immersion Project: A Framework to Support Students’ Learning in the Remote Learning Environment
Introduction
The Skills Immersion Project
Academic Integrity
Contextual Background
The Study
Methodology
Participants
Data Collection and Analysis
Ethical Considerations
Results
Discussion and Conclusion
Appendix 1: Business Intelligence Course Insights, Semester 1, 2021
Appendix 2: Workshop Evaluation Form
References
45: Supporting Students when Lecturing from Home: An Evaluative Inquiry of Lecturers’ Perceptions
Introduction
Literature Review: Conceptual Context
Importance of Student Support in Higher Education
Staff Challenges in Supporting Students during Lockdown
Methodology
Findings
The Nature of Support in Three Areas of Care: Teaching and Learning, Technical and Pastoral
The Timing of Student Support: Always On
Familiar Tools of Student Support: Email, Zoom, Telephone and Cloud-based Tools
Were These Support Activities Effective? Limited Evidence of Systematic Evaluations
Discussion
Transferable Strategies
Conclusion
References
46: Staff Reflections on Surviving and Thriving in a Suddenly Disruptive Education Environment
Staff as Learners
Reflection Methodology
Uncertain Times
Choosing the Right Pathway
The Role of Leaders
Changing Expectations
Balancing the Demands
Our Lessons
References
47: Joining the Dots: The Changing Identities of University Learning and Teaching Fellows
Introduction
The Edge Hill University Fellowship Scheme
Changes to the Fellowship during the Pandemic
The Research Questions
Research/Evaluation Procedure
The Survey Questions
Vignette A: The Story of an Established Fellow
Vignette B: The Story of a New Fellow
Discussion
Scholarship on Long-term Impacts
Concluding Thoughts
References
48: Academic Innovations in Higher Education during COVID-19: Our Take on the Approaches, Impacts, and Sustainability
COVID-19, Disruption, and the Functioning of Higher Education
Academic Innovations as a Means for Survival and Recovery
Approaches to Evaluating Academic Innovations
An Overview of the Learning Points from the Five Edited Collection Sections
Section 1: Taking an Institutional Perspective to Learning amid Disruption
Section 2: Redesigning Whole Programmes to Meet Challenges of Remote Learning
Section 3: Focusing on Pedagogic Design in Remote and Blended Curricula
Section 4: Restructuring Assessment and Feedback for Online Pedagogies
Section 5: Supporting Student Learning and Wellness in Lockdown
Our Take on Academic Innovations for Creating Agile Learning Environments amid Disruptions
References
Index