This book exemplifies the challenges and successes of online learning, teaching and leading in times of crises. It helps shed light on the issues facing online and face-to-face practitioners having to cope with the COVID-19 pandemic and continue education within the confines of a specific interface. The volume includes new research and information, which can be built upon in the coming months and years depending on how long the pandemic persists. Therefore, it adds a geometric dimension to the current research on online teaching, learning and leading with emphasis on what can be done during a pandemic.
The book is beneficial because it is timely and significant based on current happenings in the world. Its findings contribute to expansive research on online learning, teaching and leading but with a focus on emergency education. The information contained in the book is significant to different regions in the world such as the Caribbean, UK, USA, Greece, Mauritius inter alia. The book is of interest to teachers, students, parents, leaders and anyone who wants to adopt online education.
Author(s): Charmaine Bissessar
Publisher: Springer
Year: 2021
Language: English
Pages: 273
City: Cham
Preface
COVID-19
Acknowledgments
Contents
Contributors
Part I: Emergency Remote Learning
Trinidadian and Grenadian Teachers’ Perceptions of Students’ Attendance, Motivation, and Engagement During Emergency Remote Teaching
Introduction
Literature Review
Emergency Remote Teaching and Pandemic Learning Modes
Students’ Attendance and Emergency Remote Teaching (ERT)
Digital Divide
Accessibility
Parental Involvement During ERT
Students’ Motivation/Engagement During ERT
Methodology
Data Analysis
Findings
Attendance
Shared Resources
Digital Divide
Accessibility to Students
Digital “Homework Gap” and Parental Involvement
Accessibility to Teachers
Students’ Motivation or Lack Thereof
Students’ Engagement or Lack Thereof
Behavioral
Affective
Discussions
Conclusions and Recommendations
References
COVID-19 and Emergency Education Strategies in University of Ghana: Students’ Knowledge of Emergency Remote Learning
Introduction
Background to the Study
Theoretical Framework and Empirical Studies
Conceptual Exploration
Online Teaching and Learning Tools
Students’ Knowledge About Online Teaching and Learning
Methods
Results
RQ1: Online Teaching Tools Available at the University of Ghana
RQ 2: Students’ Knowledge and Usage of Online Learning Tools and Platforms
Discussion
Recommendations and Limitations
Conclusions
References
Emergency Remote Educational Challenges During COVID-19: The Case of Secondary Education Teachers in Greece
Introduction
Background to the Study
Greek Education System
Digital Platforms and Technical Support
Teachers’ In-Service Training in Information and Communication Technologies (ICTs)
Literature Review
Distance/Online Learning and Emergency Remote Education
Barriers to Distance Learning
Research Method
Research Methodology
Data Analysis Process
Trustworthiness
Findings
Demographics
Obstacles and Challenges During the Pandemic
Lack of Personal Communication and Interaction with the Students
Students’ Issues
Students’ Low Participation and Interaction
Students’ Online Skills
Teachers’ Issues
Teachers’ Training and Knowledge
Workload
Lack of Control
Organizational Issues
Lack of Equipment and Unreliable Internet
Personal Data Issues
Unclear or No Governmental Directives
Lack of Technical Support
Discussion
Findings Within the Context of the Remote Emergency Education Worldwide
Implications and Suggestions
Limitations of the Study and Further Research
References
Student Internships: COVID-19 Implications and Recommendations for Higher Education
Introduction
Open Discussion About Two Decades of Education and Workforce
COVID-19 Change Behests Experience
Is There an Influence on Education?
What Does Change Look Like?
Changing Business Needs Driven by COVID-19
The Strength of Practice
Change Is Hard, But…
The Future of Higher Education – Preparing Students for Careers in a COVID-19 Landscape
Recommendations for Higher Education – The Future Is Now
Experiential Learning-Focused Learning
Partnering for Technology-Supported Competency-Driven Experiential Learning Internships
Conclusion
References
Higher Education Dance, Drama and Performance Through Distance Learning Beyond Times of Crisis
Introduction
Learning by Correspondence in Higher Education: A Brief History
Universities Adapt to Distance Learning During the 2020 Global Pandemic
Regulating British Higher Education Dance, Drama and Performance Courses
Delivering Higher Education Dance, Drama and Performance Courses Through Distance Learning
Altering Traditional British Higher Education Dance, Drama and Performance Courses in Response to the Global Pandemic
Beyond Times of Crisis: Teaching Dance, Drama and Performance Through Distance Learning
References
Covid-19 and Emergency Education Strategies in University of Ghana: Students’ Challenges with Emergency Remote Learning
Introduction
Background of the Study
Theoretical Framework and Empirical Studies
The Concept of Emergency Education
Challenges of Online Learning
Methods
Results
Discussion
Implications and Recommendations
Limitations and Future Research Directions
Conclusions
References
Part II: Emergency Remote Teaching
All a Matter of Intelligence: Faculty Competencies for Virtual Learning
Introduction
Competencies for Online Faculty
Competencies vs Intelligence
Threshold Competencies
Foundational Competencies and Clusters
Cognitive Intelligence
Creative Intelligence
Moral Intelligence
Emotional Intelligence
Social Intelligence
Virtual Competencies and Clusters
Discussion
Implications for Faculty
Recommendations for Faculty
Recommendations for Educational Organisations
References
How Prepared Are We for Emergency Remote Education? Case of Ukraine
Introduction
Background to the Study
Ukrainian Higher Education Landscape
Chronology of Pandemic Restrictions in Ukrainian Education
Literature Review
Research Questions
Methodology
Primary Data
Primary Data Analysis
Secondary Data
Secondary Data Analysis
Context
Limitation
The Ukrainian Universities’ Preparedness and Reaction to Quarantine Restrictions
Online Education in the Universities’ Strategies and Priorities Before the Pandemic
The Stakeholders’ Preparedness to the Lockdown and Pandemic Challenges
The Institutional Approaches to Emergency Remote Teaching
Students’ Readiness for Remote Learning
Accessibility: Students
Students’ Engagement/Satisfaction
Potential Health Risk
Teachers’ Preparedness or Lack Thereof
Proposed Plans
Conclusions
References
Part III: Emergency Remote Leadership
Perceived Effectiveness of School Leadership in Emergency Remote Learning During the Coronavirus Pandemic
Introduction
Literature Review
Leadership and Management
Leadership Styles
Distributed Leadership
Transformational Leadership
Transactional Leadership
Other Leadership Styles
Emergency Remote Learning
School Leadership During Emergency
Method
Results and Discussion
Characteristics of the Respondents
Research Question 1: What Type of Leadership Style Do School Leaders Exhibit in Response to COVID-19?
Research Question 2: How Did Principals Lead Their Teachers in Emergency Remote Learning During COVID-19 Pandemic?
Research Question 3: What Are the Benefits and Challenges of Integrating Emergency Remote Learning in Schools in Response to COVID-19 Pandemic?
Benefits
Challenges
Conclusions
Limitations and Future Research
References
Leading Remotely During the COVID-19 Pandemic: Implications for Faculty Activities and Teamwork
Background Information and Research Context
Literature Review
The Influence of the Coronavirus Pandemic on Academic Leadership
Faculty Activities During Emergency Remote Learning
Teamwork Management Strategies
Methodology
Data Analysis
Discussions
Changes in Academic Leadership
Changes in Faculty Activities
Changes in Teamwork Management
Challenges in Academic Leadership
Challenges in Faculty Activities
Challenges in Teamwork Management
Solutions in Academic Leadership
Solutions in Faculty Activities
Solutions in Teamwork Management
Conclusions
References
Instructional Leadership During Crisis: Jamaican School Leaders’ Response
Introduction
Literature Review
School Leadership During Crisis
Instructional Leadership
Methodology
Results
School Leaders’ Understanding of Instructional Leadership
School Leaders’ Approach to Leading Instruction During a Crisis
The Paradox of Leading Instruction Remotely
Co-operation and Collaboration in Digital Response to Instructional Leadership
Discussion
The Principal Leadership Dynamic in Instructional Leadership
Key Ingredients for Instructional Leadership During a Crisis
Conclusion
Appendix A
School Leaders’ Interview Instrument
Interview Protocol for Collecting Data
References
Higher Education Quality Assurance in Pandemic Times
Introduction
Background to the Study
Literature Review
Research Questions
Methodology
Primary Data Collection
Primary Data Analysis
Secondary Data
Secondary Data Analysis
Limitation
Effects of Pandemic for Quality Assurance: NAQA Case
Future of Distant Accreditations
Changes in QA at Institutional Level
Changes and Challenges of QA at National Level
Changes in QA at International Level
Raising Role of QA at Meta-Level
Positive Communication and Trustworthiness in QA Process
Conclusions
References
Index
