Jamil / Morley Agile Learning Environments amid Disruption

Evaluating Academic Innovations in Higher Education during COVID-19
1. Auflage 2022
ISBN: 978-3-030-92979-4
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 818 Seiten, eBook

Reihe: Progress in Mathematics

This edited collection addresses the need of evaluating innovative or non-traditional academic schemes for understanding their feasibility in extraordinary educational environments. The individual chapters are enriched with robust appraisals of policies and practices linked to academic innovations in higher education during the unprecedented COVID-19 pandemic. The case studies report wide-ranging teaching, learning and academic support practices within online, open, blended and distance learning models. The findings supply two domains of scholarship: evidence-based scenarios through real-world case studies, and a critical evaluation of educational quality through research-informed argument. The evidence gathered from countries, such as Australia, Bangladesh, Canada, China, India, Malaysia, Nepal, Saudi Arabia, Thailand, and the UK show empowering and deterring elements of academic innovation amid disruptions. Although this book highlights academic innovations in disruptive situations, they emerge as powerful tools and approaches to be considered in traditional face to face learning.

Zielgruppe

Research

Autoren/Hrsg.

Jamil, Md Golam

Morley, Dawn A.

Inhaltsverzeichnis

Section 1. Planning for change: evaluating emergency academic strategies.- Chapter 1. Learning in crisis: analysing a university-wide transition to micro learning using Infographics.- Chapter 2. Exploding hierarchies for educational change.- Chapter 3. Ready for anything: adaptive curriculum design for interdisciplinary team projects in Work Integrated Learning (WIL).- Chapter 4. Evaluating expectations and engagement with emergency remote teaching: a cross-faculty case study of a Sino-British university.- Chapter 5. Lecturers teaching from home: exploring academics' experiences of using educational technology during a pandemic.- Chapter 6. Perspectives, lessons and reflections on surviving sudden disruption in the delivery of contemporary business education.- Chapter 7. Reverting to social presence for remote researching professionals.- Chapter 8. What is gained and lost when education researchers pivot to online data collection and dissemination?.- Chapter 9. Decision-making under uncertainty: how university students navigate the academic implications of the COVID-19 pandemic challenges.- Chapter 10. Challenges in conducting online assessments in low-resource context: what directions we get from the experiences of business faculty members in Nepal.- Chapter 11. Enhancing online assessment quality through collaboration.- Chapter 12. Clumsy or competent? The social and cultural dimensions of online learning at King Abdulaziz University, Saudi Arabia.- Chapter 13. Lessons learnt - a case study about module leadership and mentorship training for undergraduate academics at QAHE.- Chapter 14. Higher Education in the time of COVID-19: first response and challenges of enabling distance education and online learning in Tamil Nadu, India.- Chapter 15. Improving engagement with online formative assessments in medical education using Peer Wise.- Chapter 16. Embedding mental wellbeing in lockdown: an increased priority during a pandemic.- Chapter 17. Embracing authenticity and selectivity in assessing technical knowledge: a case study from economics during the pandemic.- Chapter 18. Multimodality, mediation and communities of practice: developing a sense of belonging through digital communication tools in a final year journalism course.- Chapter 19. Chinese undergraduates’ perspectives of online English instruction shift during COVID-19 pandemic in Wuhan.- Chapter 20. Maintaining student engagement when taking case based learning online in a Business Master's degree.- Chapter 21. Hybrid delivery of practical chemistry courses using pre-lab tutoring system.- Chapter 22. 'Still Learning Together' - the way YouTube videos helped Arts and Humanities students during lockdown.- Chapter 23. The past informing the future: learning logs in online education.- Chapter 24. Reading online during lockdown: insights from History and Heritage.- Chapter 25. The impact of COVID-19 on learning for final year nursing students.- Chapter 26. Pivoting a Business School’s teaching online.- Chapter 27. Developing teacher expertise: assessing interactive online teaching as an alternative assessment to classroom-based teaching.- Chapter 28. Cloud simulation for virtual learning in maritime education.- Chapter 29. Delivery of e- ‘Research-Informed Teaching’ in lockdown: case insights from a Northern Ireland university.- Chapter 30. Enabling dynamic landscapes through StopMotion animation.- Chapter 31. Virtual case studies for assessment preparation and practice.- Chapter 32. A Virtual Placement: analysing the health and social needs of a defined community during lockdown.- Section 3. Helping to learn: evaluating academic support programmes for students.- Chapter 33. Virtual learning environments in Hong Kong: the Digital Design Studio, when needs must.- Chapter 34. Creating ‘community’ - an inclusive approach to the delivery of an online diversity Management module.- Chapter 35. Locked down but not locked out: personal tutoring and peer support amongst Philosophy, Ethics and Religion Students.- Chapter 36. Protecting student retention through eMentoring during a pandemic.- Chapter 37. Creating a digital learning community through extra-curricular learning in lockdown: identity and belonging.- Chapter 38. Life in the new normal: a critical analysis and a case study of the online intercultural exchange.- Chapter 39. Challenges for final year business students during COVID-19 and how tutors can help out.- Chapter 40. Skills Immersion Model: a proactive model to support students learning.- Section 4. Situating academic development: evaluating professional capacity enhancement initiatives.- Chapter 41. Supporting multidisciplinary transitions to blended learning: qualitatively exploring what works for educators.- Chapter 42. Joining the dots: the changing identities of university (learning and teaching) fellows.- Chapter 43. We close on Friday - a case study pivotal to online learning and beyond at a UK HEI.- Chapter 44. Implications of COVID-19on researcher development: achievements, challenges and opportunities.- Chapter 45. Remote learning: redefining the role of programme leadership in preserving intended learning outcomes during COVID-19 crisis.- Chapter 46. Using situated learning to develop educator capabilities in synchronous online teaching.- Chapter 47. Designing a collaborative online learning experience to train Graduate Teaching Assistants using a socio-cultural framework.- Chapter 48. Professional development of precarious academic staff in online university teaching.- Chapter 49. Slaying the dragons: developing staff online learning and teaching identity.- Chapter 50. Pivoting professional recognition- a community approach.

Über Autor(innen)

Md Golam Jamil
 is Senior Lecturer in Academic Development at Leeds Trinity University, UK. Prior to this role, he worked as Researcher (Assessment) at the University of Bristol and Research Fellow (Research-informed Teaching) at Solent University. Golam is Senior Fellow of Advance HE, UK.
Dawn A. Morley
 is Principal Academic in adult nursing and leads a new registered nurse degree apprenticeship at Bournemouth University, UK. She has previously worked in academic development and has published extensively in alternative pedagogies including editing three previous collections. Dawn is Senior Fellow of Advance HE, UK.