Online teaching and learning in higher education during Covid-19 : international perspectives and experiences
COVID-19 Pandemic, 2020- Social distancing (Public health) and education Education, Higher e-böcker
Routledge
2022
EISBN 9781003125921
Cover.
Endorsement Page.
Half Title.
Series Page.
Title Page.
Copyright Page.
Table of Contents.
List of Figures.
List of Tables.
About the Editors.
Foreword by Gerardo L. Blanco.
Acknowledgments.
Part I: Innovative Forms of Online Teaching, Learning, and Assessment during COVID-19.
Chapter 1: Is Online and Distance Learning the Future in Global Higher Education?: The Faculty Perspectives during COVID-19.
Introduction.
Online Teaching and Learning in Higher Education during COVID-19.
Opportunities and Challenges to Online and Distance Education.
Organization of the Book.
Bios.
References.
Chapter 2: Designing Authentic Online Courses Intra- and Post-Pandemic.
Introduction.
Literature Review.
Pandemic Pedagogy.
Case Study.
Virtual Summer Institute.
VSI Curriculum.
Discussion.
Conclusion.
Bios.
References.
Chapter 3: Pandemic Pedagogy: Disparity in University Remote Teaching Effectiveness.
Introduction.
Literature Review.
Theoretical Framework.
Research Method.
Results.
Student Compassion.
Instructor Autonomy.
Discussion and Conclusions.
Implications.
Bio.
References.
Chapter 4: Learning Management Systems and Synchronous Communication Tools: Enablers of Online Education during COVID-19.
Introduction.
The Importance of Communication in Assessment.
LMSs and Communication Tools.
A Comparison of Asynchronous and Synchronous Online Tools.
The Importance of Observation in Assessment.
The Role of Online Technology in Ensuring Continuity in Course Delivery and Assessment During Covid-19.
Ethical Use of Synchronous Tools in Assessment.
Conclusion and Implications.
Bios.
References.
Chapter 5: Online Teaching and Learning during COVID-19: Flexible Harmonies in Higher Education.
Introduction.
Literature Review.
Methods.
Findings: Flexible Harmonies.
Challenges Relating to Administration and Teaching.
Opportunities Encountered.
Discussion.
Conclusion.
Bios.
References.
Chapter 6: The Effectiveness of Authentic Assessments during COVID-19: A Case of RMIT University in Vietnam.
Introduction.
Literature Review.
Methodology.
The Implementation of Authentic Assessment before/during COVID-19.
Business Finance.
Financial Markets.
Discussion.
Conclusions and Implications.
Bios.
References.
Part II: Impacts of Distance Education on Students, Social Inclusion, and Access during COVID-19.
Chapter 7: Life in 280 Characters: Social Media, Belonging, and Community during the COVID-19 Pandemic.
Introduction.
Social Media and HE.
Belonging and HE.
Community, Relationships, and Places.
Community.
Relationships and Support.
Places.
Implications.
Conclusion.
Bios.
References.
Chapter 8: "The Course Is No Longer Great": The Need for Socially Meaningful Online Instruction for International Students.
Introduction.
Social Interaction and Online Teaching.
Research Design.
Findings.
Discussion and Conclusion.
Bio.
References.
Chapter 9: Expanding Equitable Access or Exacerbating Existing Barriers?: Reexamining Online Learning for Vulnerable Student Populations.
Introduction.
First-Generation Students.
Undocumented Students.
International Students in the United States.
Indigenous Students in the United States.
Exploring Avenues to Expand Online Access and Tighten the Digital Divide.
Online Learning.
Support Services.
Conclusion.
Bios.
References.
Chapter 10: Using Information Communication Technologies for Interactive Open and Distance Learning Experiences in the Era of COVID-19.
Introduction.
Defining Key Words.
The 2019 Novel Coronavirus Experience.
Structure of the Chapter.
Research Questions.
Gorsky, Caspi, and Trumper's Theory of Instructional Dialogue.
Pertinent Issues on the Use of Technology for Interactive ODL.
Educational Responses to COVID-19.
Interactive Experiences during COVID-19 Using ICT.
Challenges of Using ICT to Support Teaching and Learning in the Advent of COVID-19.
Implications.
Limitations.
Bio.
References.
Chapter 11: Suddenly Online: How Russian Students Switched to Distance Learning during the COVID-19 Pandemic.
Introduction.
Literature Review.
Digitalization in Russian Universities before the COVID-19 Pandemic.
Student Experience during the COVID-19 Pandemic.
Students' Preferences for Course Format.
Research Method.
Participants.
Analytical Strategy.
Results.
Difficulties of Distance Learning.
Difficulties of Distance Learning.
Regression Results.
Discussion and Conclusions.
Bios.
Note.
References.
Part III: COVID-19 as a Catalyst of Change - Lessons for the Longer Term.
Chapter 12: Could COVID-19 be a Catalyst for Disruption in Higher Education?.
Introduction.
Literature Review and Conceptual Analysis.
Is the Quality of Online Alternative Solutions Close to What Is Needed for a "Tipping Point"?.
A Pedagogical Analysis of the Quality of Online Offerings over Time.
COVID-19 Implications on the Perception of Online Offerings.
Are Student Demand and Acceptance of Online Offerings Close to What Is Needed for a "Tipping Point"?.
A Business Analysis of Forces Affecting Customer Demand and Acceptance of Online Alternatives.
COVID-19 Potential Impact on Customer Demand and Acceptance.
Which Internal Dynamics Are Contributing to HEIs' Responses to Online Innovations?.
An Organizational Dynamics Analysis of What Has Contributed to HEIs' Adoption of and Resistance to Online Education so Far.
COVID-19 Potential Impact on University Responses.
Conclusions.
Bios.
References.
Chapter 13: Global Higher Education and COVID-19: A Virtual Autoethnography of a Faculty.
Introduction.
Virtual Autoethnography.
Idiosyncrasy and Sociality in International Higher Learning.
Common Spaces and Recombinant Flows.
Recalibrating Senses and Sensibilities.
Concluding Remarks.
Bio.
References.
Chapter 14: Sustaining Liberal Education by Online Learning in the Era of Global Crises: The Case of Community Colleges in COVID-19 Hong Kong.
Introduction.
Community College and Its Global Counterparts in COVID-19 and Beyond.
Reimagined Practices.
Problematic Economic Responses.
Greater Flexibility.
More Interactions in New Forms.
Constraints and Technical Issues of Online Interactions.
Less Effective Teaching and Learning.
Digitizing Formative Assessments.
Weakened Teacher-Student Relationship.
The Case Study of Hong Kong's Community Colleges and Their Emergency Online Teaching and Learning.
Research Methods.
Results.
Discussion.
Conclusion.
Bios.
References.
Chapter 15: Students' Experiences with Distance Learning under COVID-19: Critical Perspectives from an Indian University.
Introduction.
The Indian Higher Education Sector.
Higher Education in India during the COVID-19 Pandemic.
ODL: Pre- and Post-pandemic.
Challenges of Online Learning during the Pandemic.
Learning in the Online Mode.
Assumptions about Students.
Online Learning versus Distance Education.
Research Method.
Data Analysis.
Findings.
Concluding Remarks.
Bio.
Note.
References.
Chapter 16: Teacher Education in Times of Disruption: Lessons Learned from Teaching and Learning in Australian Universities during the COVID-19 Pandemic.
Introduction.
Literature Review.
Educational Change: Systemic and Localized.
Technology and Innovative Practices.
Achieving Quality Teacher Education.
Methodology.
Research Context and Design.
Participants.
Data Collection and Analysis.
Findings and Discussion.
Design and Delivery during the Pandemic: "An Emergency Shift".
From Content to Values: Life Lessons, Connections, and Relationships.
University Experiences: "Campus Life Has Changed".
Conclusion.
Bios.
References.
Chapter 17: The Expansion of E-learning in the UAE: Implications and Opportunities in the Post-COVID-19 Era.
Introduction.
Background.
Framework.
Relative Advantage.
Compatibility.
Trialability.
Complexity.
Observability.
Discussion and Conclusion.
Bio.
References.
Epilogue: The Future of Online Teaching and Learning in Higher Education after COVID-19: Lessons Learned and Best Practices.
Bios.
References.
Index.
"This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in Higher Education. Focussing on student and faculty experiences of online and distance education, the text provides reflection on novel initiatives, unexpected challenges, and lessons learnt. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to ask what lessons COVID-19 can offer for the future development of online and distance learning in Higher Education. This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly. Roy Y. Chan is Assistant Professor of Education and Director of the Doctorate of Education (Ed.D.) program in Leadership and Professional Practice in the Helen DeVos College of Education at Lee University, Tennessee, USA. Krishna Bista is Professor in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland, USA. Ryan M. Allen is Assistant Professor of Practice in the Attallah College of Educational Studies at Chapman University, California, USA"--
Endorsement Page.
Half Title.
Series Page.
Title Page.
Copyright Page.
Table of Contents.
List of Figures.
List of Tables.
About the Editors.
Foreword by Gerardo L. Blanco.
Acknowledgments.
Part I: Innovative Forms of Online Teaching, Learning, and Assessment during COVID-19.
Chapter 1: Is Online and Distance Learning the Future in Global Higher Education?: The Faculty Perspectives during COVID-19.
Introduction.
Online Teaching and Learning in Higher Education during COVID-19.
Opportunities and Challenges to Online and Distance Education.
Organization of the Book.
Bios.
References.
Chapter 2: Designing Authentic Online Courses Intra- and Post-Pandemic.
Introduction.
Literature Review.
Pandemic Pedagogy.
Case Study.
Virtual Summer Institute.
VSI Curriculum.
Discussion.
Conclusion.
Bios.
References.
Chapter 3: Pandemic Pedagogy: Disparity in University Remote Teaching Effectiveness.
Introduction.
Literature Review.
Theoretical Framework.
Research Method.
Results.
Student Compassion.
Instructor Autonomy.
Discussion and Conclusions.
Implications.
Bio.
References.
Chapter 4: Learning Management Systems and Synchronous Communication Tools: Enablers of Online Education during COVID-19.
Introduction.
The Importance of Communication in Assessment.
LMSs and Communication Tools.
A Comparison of Asynchronous and Synchronous Online Tools.
The Importance of Observation in Assessment.
The Role of Online Technology in Ensuring Continuity in Course Delivery and Assessment During Covid-19.
Ethical Use of Synchronous Tools in Assessment.
Conclusion and Implications.
Bios.
References.
Chapter 5: Online Teaching and Learning during COVID-19: Flexible Harmonies in Higher Education.
Introduction.
Literature Review.
Methods.
Findings: Flexible Harmonies.
Challenges Relating to Administration and Teaching.
Opportunities Encountered.
Discussion.
Conclusion.
Bios.
References.
Chapter 6: The Effectiveness of Authentic Assessments during COVID-19: A Case of RMIT University in Vietnam.
Introduction.
Literature Review.
Methodology.
The Implementation of Authentic Assessment before/during COVID-19.
Business Finance.
Financial Markets.
Discussion.
Conclusions and Implications.
Bios.
References.
Part II: Impacts of Distance Education on Students, Social Inclusion, and Access during COVID-19.
Chapter 7: Life in 280 Characters: Social Media, Belonging, and Community during the COVID-19 Pandemic.
Introduction.
Social Media and HE.
Belonging and HE.
Community, Relationships, and Places.
Community.
Relationships and Support.
Places.
Implications.
Conclusion.
Bios.
References.
Chapter 8: "The Course Is No Longer Great": The Need for Socially Meaningful Online Instruction for International Students.
Introduction.
Social Interaction and Online Teaching.
Research Design.
Findings.
Discussion and Conclusion.
Bio.
References.
Chapter 9: Expanding Equitable Access or Exacerbating Existing Barriers?: Reexamining Online Learning for Vulnerable Student Populations.
Introduction.
First-Generation Students.
Undocumented Students.
International Students in the United States.
Indigenous Students in the United States.
Exploring Avenues to Expand Online Access and Tighten the Digital Divide.
Online Learning.
Support Services.
Conclusion.
Bios.
References.
Chapter 10: Using Information Communication Technologies for Interactive Open and Distance Learning Experiences in the Era of COVID-19.
Introduction.
Defining Key Words.
The 2019 Novel Coronavirus Experience.
Structure of the Chapter.
Research Questions.
Gorsky, Caspi, and Trumper's Theory of Instructional Dialogue.
Pertinent Issues on the Use of Technology for Interactive ODL.
Educational Responses to COVID-19.
Interactive Experiences during COVID-19 Using ICT.
Challenges of Using ICT to Support Teaching and Learning in the Advent of COVID-19.
Implications.
Limitations.
Bio.
References.
Chapter 11: Suddenly Online: How Russian Students Switched to Distance Learning during the COVID-19 Pandemic.
Introduction.
Literature Review.
Digitalization in Russian Universities before the COVID-19 Pandemic.
Student Experience during the COVID-19 Pandemic.
Students' Preferences for Course Format.
Research Method.
Participants.
Analytical Strategy.
Results.
Difficulties of Distance Learning.
Difficulties of Distance Learning.
Regression Results.
Discussion and Conclusions.
Bios.
Note.
References.
Part III: COVID-19 as a Catalyst of Change - Lessons for the Longer Term.
Chapter 12: Could COVID-19 be a Catalyst for Disruption in Higher Education?.
Introduction.
Literature Review and Conceptual Analysis.
Is the Quality of Online Alternative Solutions Close to What Is Needed for a "Tipping Point"?.
A Pedagogical Analysis of the Quality of Online Offerings over Time.
COVID-19 Implications on the Perception of Online Offerings.
Are Student Demand and Acceptance of Online Offerings Close to What Is Needed for a "Tipping Point"?.
A Business Analysis of Forces Affecting Customer Demand and Acceptance of Online Alternatives.
COVID-19 Potential Impact on Customer Demand and Acceptance.
Which Internal Dynamics Are Contributing to HEIs' Responses to Online Innovations?.
An Organizational Dynamics Analysis of What Has Contributed to HEIs' Adoption of and Resistance to Online Education so Far.
COVID-19 Potential Impact on University Responses.
Conclusions.
Bios.
References.
Chapter 13: Global Higher Education and COVID-19: A Virtual Autoethnography of a Faculty.
Introduction.
Virtual Autoethnography.
Idiosyncrasy and Sociality in International Higher Learning.
Common Spaces and Recombinant Flows.
Recalibrating Senses and Sensibilities.
Concluding Remarks.
Bio.
References.
Chapter 14: Sustaining Liberal Education by Online Learning in the Era of Global Crises: The Case of Community Colleges in COVID-19 Hong Kong.
Introduction.
Community College and Its Global Counterparts in COVID-19 and Beyond.
Reimagined Practices.
Problematic Economic Responses.
Greater Flexibility.
More Interactions in New Forms.
Constraints and Technical Issues of Online Interactions.
Less Effective Teaching and Learning.
Digitizing Formative Assessments.
Weakened Teacher-Student Relationship.
The Case Study of Hong Kong's Community Colleges and Their Emergency Online Teaching and Learning.
Research Methods.
Results.
Discussion.
Conclusion.
Bios.
References.
Chapter 15: Students' Experiences with Distance Learning under COVID-19: Critical Perspectives from an Indian University.
Introduction.
The Indian Higher Education Sector.
Higher Education in India during the COVID-19 Pandemic.
ODL: Pre- and Post-pandemic.
Challenges of Online Learning during the Pandemic.
Learning in the Online Mode.
Assumptions about Students.
Online Learning versus Distance Education.
Research Method.
Data Analysis.
Findings.
Concluding Remarks.
Bio.
Note.
References.
Chapter 16: Teacher Education in Times of Disruption: Lessons Learned from Teaching and Learning in Australian Universities during the COVID-19 Pandemic.
Introduction.
Literature Review.
Educational Change: Systemic and Localized.
Technology and Innovative Practices.
Achieving Quality Teacher Education.
Methodology.
Research Context and Design.
Participants.
Data Collection and Analysis.
Findings and Discussion.
Design and Delivery during the Pandemic: "An Emergency Shift".
From Content to Values: Life Lessons, Connections, and Relationships.
University Experiences: "Campus Life Has Changed".
Conclusion.
Bios.
References.
Chapter 17: The Expansion of E-learning in the UAE: Implications and Opportunities in the Post-COVID-19 Era.
Introduction.
Background.
Framework.
Relative Advantage.
Compatibility.
Trialability.
Complexity.
Observability.
Discussion and Conclusion.
Bio.
References.
Epilogue: The Future of Online Teaching and Learning in Higher Education after COVID-19: Lessons Learned and Best Practices.
Bios.
References.
Index.
"This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in Higher Education. Focussing on student and faculty experiences of online and distance education, the text provides reflection on novel initiatives, unexpected challenges, and lessons learnt. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to ask what lessons COVID-19 can offer for the future development of online and distance learning in Higher Education. This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly. Roy Y. Chan is Assistant Professor of Education and Director of the Doctorate of Education (Ed.D.) program in Leadership and Professional Practice in the Helen DeVos College of Education at Lee University, Tennessee, USA. Krishna Bista is Professor in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland, USA. Ryan M. Allen is Assistant Professor of Practice in the Attallah College of Educational Studies at Chapman University, California, USA"--
