Index
ISBN: 978-1-80382-518-2, eISBN: 978-1-80382-517-5
Publication date: 2 March 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Visvizi, A., Lytras, M.D. and Al-Lail, H.J. (Ed.) Moving Higher Education Beyond Covid-19: Innovative and Technology-Enhanced Approaches to Teaching and Learning (Emerald Studies in Higher Education, Innovation and Technology), Emerald Publishing Limited, Leeds, pp. 211-217. https://doi.org/10.1108/978-1-80382-517-520231013
Publisher
:Emerald Publishing Limited
Copyright © 2023 Anna Visvizi, Miltiadis D. Lytras, and Haifa Jamal Al-Lail
INDEX
Academic teaching
, 33
Action learning (see also Remote learning)
, 110, 114
action learning-based approach
, 119
approach
, 114–115
challenges
, 116–117
data analysis
, 115–116
findings
, 116
impact on educators
, 120–121
impact on students
, 119–120
implementation of innovative learning approaches
, 117–119
innovative learning approaches in view of Covid-19 challenges
, 112–114
learning paths in new technological environment
, 111–112
literature review
, 111
methodology
, 114
process
, 6
sample
, 115
Adolescents
, 148, 150
concern for
, 155
schooling
, 149
ALTAX method
, 60
Ambidextrous management
, 57
Ambiguous grief
, 197
Anticipatory grief
, 197
Assessment design
, 133–134
Backward design approach
, 133
Bibliometric analysis
, 14, 16
Big data analytics
, 112
Blackboard Learning Management System
, 134
Blackboard quizzes
, 135
Blended
, 34
learning
, 133–134
Business simulations
, 112
Case strategy digitally enhanced learning
, 167
Case study of University Master Course
, 109
Center for High Defense Studies (CASD)
, 114
Centrality
, 15
Change career development
, 89–91
Chaos career development
, 89–91
Clustering
, 99
Coding
, 137–138
Cognitive diversity
, 200
Collective grief
, 196–198
Commercial conferencing platforms
, 33
Communication
, 42
challenges
, 32
in online and onsite settings
, 39–42
Competencies
, 24
Concrete principles
, 203
Content analysis
, 137–138
Course design layer
, 132
Covid-19
, 55–58, 68, 149
context
, 196
crisis
, 200
death
, 196
disruptions
, 57
HEIs during
, 17–20
and impact on education worldwide
, 88–89
innovative learning approaches in view of Covid-19 challenges
, 112–114
in Latvia
, 149–151
outbreak
, 89
pandemic
, 2, 30, 55, 69, 82, 148, 166
Creswell's Participant Selection Model
, 94
Cronbach's alpha
, 74
Cultural background
, 46
Curricula study plans
, 190
Czech higher education environment
, 187
Czech Republic
, 167
Data analysis
, 115–116
methods
, 94–96
Data collection
, 135–137, 168
Databases
, 16
Dataset
, 135–137
Digital divide
, 30
Digital inequality
, 69
Digital technology
, 55, 57
Digitally supported education
, 170
Digitally-driven innovation process
, 33
Diplomacy
, 33
Disciplinary instructional process
, 131
Discipline-specific methodology
, 135
Distance education
, 165
Distance/online/blended learning/digitally supported education
, 187
material provision of universities in field of
, 177–180
obstacles to implementation of distance/online/blended learning/digitally supported education at universities
, 186–187
organizational support of universities in field of
, 180–184
Distributed locations
, 34
Dysfunctional multitasking
, 47
E-learning
, 57, 165
approach
, 112
Economic resources
, 184
Economic support of universities in field of distance/online/blended learning/digitally supported education
, 184–186
Education
, 4, 54
process
, 69
Education technology (edtech)
, 110
Educational approach
, 112
Educational divide
, 30
Educational environment
, 110
Educational leaders
, 196
Educational process
, 6
Educators, impact on
, 120–121
Effective coping strategies
, 71
Emergency remote teaching
, 88
End-of-year module feedback
, 45
Engagement, humanistic leadership and
, 202
English for Academic Purposes II (EAP II)
, 134
Environmental hygiene practices integration
, 89
European Union (EU)
, 148
Ex-post feedback tools
, 44
Extracurricular activities
, 150
Faculty
, 2–3
members
, 70
Faculty of Theology
, 73
Feedback
co-occurrences of codes with implemented and not implemented
, 140
content analysis and coding
, 137–138
dataset and data collection
, 135–137
design
, 133–134
limitations
, 140
method
, 134
physical setting
, 134
as relational process
, 132–134
resubmission of tasks
, 139
results
, 138
segments with code for implemented and not implemented
, 139
type and level for feedback generated by course design
, 138
type and level for instructor generated
, 139
Foreign-speaking teachers
, 189
Formative assessments
, 135
Gamification
, 57, 60
Gen-Z
, 149
Gig economy
, 16
Global trauma
, 71
Google tools
, 177
Grief process
, 196–198
Grounded Theory approach
, 94
Health hygiene practices integration
, 89
Hierarchical cluster analysis (HCA)
, 91, 96
High school graduates
, 148
Covid-19 pandemic in Latvia
, 149–151
disruptions to plans
, 158–160
methods and data
, 151–152
reflections on remote schooling and concerns
, 152–155
results
, 152
stress and uncertainty
, 155–158
Higher education (HE)
, 32, 68, 90, 131, 197
chaos, change, and students’ career development
, 89–91
clustering
, 99
covid-19 and impact on education worldwide
, 88–89
data analysis methods
, 94–96
descriptive statistics
, 96–97
humanistic transformations in
, 204–206
interviews
, 97–99
life career skills development in
, 88
materials and methodology
, 91–96
online learning in
, 69
results
, 96
sampling
, 92–94
sector
, 82
utilizing mixed methods design
, 92
Higher education institutions (HEIs)
, 30, 88, 167
context and book's relevance
, 2–3
during covid-19 pandemic
, 17–20
ecosystems
, 197
post-covid-19
, 2
review
, 3–8
science mapping
, 14–17
in times of covid-19
, 14
Humanist Learning Systems
, 202
Humanistic leaders
, 204
Humanistic leadership
developing humanistic leadership skills
, 203–204
fostering humanistic transformations in HE
, 204–206
grief and loss
, 196–198
integrating principles of humanistic leadership
, 201–204
philosophy
, 201
posttraumatic reconstruction and growth
, 201
principles
, 196
silver linings and lessons in progress
, 198–201
Humanistic leadership model (HLM)
, 203
Humanistic reconstruction
, 201
Humanistic transformations in HE
, 204–206
Humanity, greater awareness of shared
, 198–201
Hybrid
, 34
sessions
, 47
Inclusive humanistic educational communities
, 196
Information and communication technologies (ICTs)
, 6, 19, 149
Infrastructural challenges
, 75
Innovative learning approaches (see also Action learning)
implementation of
, 117–119
in view of covid-19 challenges
, 112–114
Inquiry-based-learning
, 113
Institutional Review Board
, 135
Integrating principles of humanistic leadership
, 201
developing humanistic leadership skills
, 203–204
humanistic leadership and engagement
, 202
Integrative teaching approach
, 114
Internal consistency
, 74
Interviews
, 97–99
Italy, center for high defense studies in
, 114
Joy Labs at University of Palermo, Argentina
, 58–60
Latvia, covid-19 pandemic in
, 149–151
Leadership, Change Management and Digital Innovation (LCMDI)
, 114
University Master Course
, 115, 120
Learner
agency
, 130
learner-centered methods
, 114
stage
, 131
Learning process
, 24, 98, 110
LMS
Moodle
, 179–180
systems
, 189
Loss
, 196–198
Low-mobilities society
, 56
Massive Open Online Courses (MOOCs)
, 34
Material provision of universities in field of distance/online/blended learning/digitally supported education
, 177–180
Meditation
, 71
Mixed methods
design
, 92
paradigm
, 91
Motor themes
, 15
Multilevel designs
, 91
Multiphase designs
, 91
Multivariate correspondence analysis (MCA)
, 96
dimension output
, 99
Negative coping strategies
, 71
Negotiating/negotiation
, 40, 46
ecosystems
, 35
process
, 47
similarities between teaching and
, 35–37
Negotiators
, 42
Networking
, 40
New normal
, 2, 59
Non-verbal communication
, 39
Nucor Steel Company
, 204
Online didactic methods
, 116
Online education
, 33
Online international negotiation
aims, scope, and definitions
, 31–35
appreciation
, 43
approaches to mitigating undesired impacts
, 42–43
communication and variability in online and onsite settings
, 39–42
elements of teaching and negotiating ecosystems
, 36
focus and motivation
, 43
focused speech
, 42–43
migrating from physical room to online
, 37
negotiating vs. teaching objectives
, 37
pre-recorded videos
, 43
robust and seamless preparation
, 42
similarities between negotiating and teaching
, 35–37
transferability
, 43–46
unresolved challenges
, 46–48
Online learning
, 47, 89
Online negotiation
, 34
Online negotiators
, 45
Online remote learning process
, 70, 80
Online teaching
, 33–34
aims, scope, and definitions
, 31–35
appreciation
, 43
approaches to mitigating undesired impacts
, 42–43
communication and variability in online and onsite settings
, 39–42
elements of teaching and negotiating ecosystems
, 36
focus and motivation
, 43
focused speech
, 42–43
methods
, 34
migrating from physical room to online
, 37
negotiating vs. teaching objectives
, 37
pre-recorded videos
, 43
robust and seamless preparation
, 42
similarities between negotiating and teaching
, 35–37
transferability
, 43–46
unresolved challenges
, 46–48
Onsite settings, communication and variability in
, 39–42
Organizational support of universities in field of distance/online/blended learning/digitally supported education
, 180–184
PANCOE
Covid-19 and tourism industry
, 55–58
Joy Labs and PANCOE at University of Palermo, Argentina
, 58–60
method
, 58
at University of Palermo, Argentina
, 58–60
Pandemic distance learning
, 166
Perceived stress scale (PSS)
, 152
Percentage frequency
, 138
Physical room to online, migrating from
, 37
Pleasure
, 55
importance of
, 59
Positive strategies
, 71
Post-covid-19 implications
, 196
collective grief and prolonged stress
, 196–198
greater awareness of our shared humanity
, 198–201
Posttraumatic growth
, 201
Posttraumatic reconstruction
, 201
Pre-recorded course modules
, 34
Pre-recorded videos
, 46
Private international universities
, 41
Probability sampling
, 72
Prolonged stress
, 196–198
Public Czech universities
economic support of universities in field of distance/online/blended learning/digitally supported education
, 184–186
material provision of universities in field of distance/online/blended learning/digitally supported education
, 177–180
methodology
, 168–169
obstacles to implementation of distance/online/blended learning/digitally supported education at
, 186–187
organizational support of universities in field of distance/online/blended learning/digitally supported education
, 180–184
pandemic experience as new challenge for
, 168
results
, 169
strategies in field of distance/online/blended learning/digitally supported education
, 169–177
Qualitative data analysis
, 94
Quality education
, 148
Quantitative data analysis
, 94
grounded theory approach
, 94
hierarchical cluster analysis
, 96
MCA
, 96
qualitative data analysis
, 94
Reflection
, 71
Relational process
blended learning
, 133–134
feedback as
, 132
Remote learning
, 148, 153
context of
, 149
data analysis
, 74
data collection
, 72
literature review
, 68–72
main results
, 74
methodology
, 72–74
overcome challenges in study process
, 78–79
participants
, 72–74
perceived benefits of
, 76–77
process
, 70, 72
reliability statistics
, 74
satisfaction with organization of
, 77–78
students’ challenges with
, 74–76
Remote schooling and concerns, reflections on
, 152–155
Research question (RQ)
, 132
Research tool
, 168
Resilience concept
, 58
Sampling
, 92–94
participants selected using maximal variation principle
, 95
School graduates
, 149
Science mapping
, 14–17
SciMat Analysis
, 14, 17–20
Seamless process
, 42
Seamlessness
, 42
Self-tests
, 44
Serious games
, 112
Short quizzes
, 44
Smart services
, 16
Socialization, externalization, combination, and internalization model (SECI model)
, 118
Society
, 4
Sound course design
, 131
Southwest Airlines (model company)
, 204
Spearman's correlation analysis
, 77
Special educational needs (SEN)
, 182
Stockholm School of Economics in Riga (SSE Riga)
, 151
Strategic diagram
, 15, 19
analysis
, 18
Stress
, 155–158
Students
academic performance
, 55
career development
, 89–91, 100
challenges with remote learning
, 74–76
experiences
, 82
impact on
, 119–120
learning process
, 140
perceptions
, 24
satisfaction
, 23
Study process
, 5, 79
Sustainable Development Goals
, 90
Swiss Institute of Technology
, 48
Teachers
online learning
, 113
online teaching
, 113
Teaching (see also Online teaching)
ecosystems
, 35
methods
, 34
process
, 152
similarities between negotiating and
, 35–37
Technology acceptance model (TAM)
, 21
Technology-driven transformative process
, 32
Technology-enhanced learning (TEL)
, 3, 111
Thematic network
, 15, 19
Time management skills
, 97
Tourism
education
, 4, 54, 56
industry
, 54–58
Traditional training
, 113
Training courses, adequate
, 89
Transferability
, 43
appreciation
, 45
focus and motivation
, 45–46
focused speech
, 45
pre-recorded videos
, 46
robust and seamless preparation
, 44–45
Transition process
, 99
Uncertainty
, 155–158
UNESCO
, 165
bodies
, 34
United Nations Principles for Responsible Management Education (UNPRME)
, 114
Universities
, 172
University of Latvia (UL)
, 68
User-acceptance
, 19
research on
, 21
Variability in online and onsite settings
, 39–42
Video conferencing
, 22
Video Conferencing Software (VCS)
, 40
Virtual learning management systems
, 22
Web of Science (WoS)
, 4, 16
Web-based commercial platforms
, 34
World Economic Forum (WEF)
, 90
Young adolescents
, 157
Young age
, 157
Zoom
, 34, 177
- Prelims
- Chapter 1: To Educate, Not Simply to Teach: Higher Education Institutions Post-Covid-19
- Part 1: Emergencies, Adaptation and the Imperative of Quality Education
- Chapter 2: HEIs in Times of Covid-19: A Bibliometric Analysis of Key Research Themes
- Chapter 3: Online Teaching in HEIs vs. Online International Negotiation: Analogies and Transferable Good Practices
- Chapter 4: PANCOE: A Fresh Alternative to Post-Covid-19 Challenges in Education: The Case of Tourism Education
- Part 2: Lessons the Covid-19 Pandemic Has Taught Us
- Chapter 5: Remote Learning During the Covid-19 Pandemic: Opportunities in Higher Education
- Chapter 6: Life Career Skills Development in Higher Education Due to Covid-19: A Multivariate Approach to Students’ Perceptions
- Chapter 7: Rethinking Action Learning During the Covid-19 Pandemic: Highlights from the Italian Context
- Part 3: Moving Forward: Rethinking Education in the Post-Covid-19 World
- Chapter 8: Enabling Students’ Uptake of Feedback
- Chapter 9: Implications of the Covid-19 Pandemic on High School Graduates’ Plans and Education Path
- Chapter 10: The Pandemic Experience as a New Challenge for Public Czech Universities
- Chapter 11: Humanistic Leadership and its Enduring Legacy in a Post-Covid-19 World
- Index