Subject Index
Pandemic Pedagogy: Preparedness in Uncertain Times
ISBN: 978-1-80071-471-7, eISBN: 978-1-80071-470-0
ISSN: 2055-3641
Publication date: 15 May 2023
This content is currently only available as a PDF
Citation
(2023), "Subject Index", Sengupta, E. (Ed.) Pandemic Pedagogy: Preparedness in Uncertain Times (Innovations in Higher Education Teaching and Learning, Vol. 49), Emerald Publishing Limited, Leeds, pp. 197-206. https://doi.org/10.1108/S2055-364120230000049015
Publisher
:Emerald Publishing Limited
Copyright © 2023 Emerald Publishing Limited
INDEX
Academic support
, 155
Academics
, 4–5, 14, 91–100, 113, 122
Accessibility
, 5, 34, 59, 81, 114, 125, 137, 149, 152, 155, 171, 173
Active learning (see also Blended learning)
, 38, 162
strategies
, 169
student
, 141
Afghani Lebanese Intercultural Communication Narrative
data analysis
, 19
findings
, 26–29
GCE
, 13–14
global citizenship and COVID-19 Pandemic
, 14–15
intercultural citizenship
, 15–16
intercultural competencies and intercultural communication
, 16–17
methodology
, 18–19
observational field notes
, 25–26
post-test semi-structured interviews
, 23–25
pre-test questionnaire
, 19
Afghani students
, 18, 21, 24–27
Afghanistan
, 24, 27
Agrifood 5 project
, 140
Alignment
, 171
Alpha-numerical codes
, 23, 37
American Higher education institutions (American HEI)
, 134
American University of Afghanistan (AUA F)
, 5
Amid COVID-19
, 6, 29
Artificial intelligence
, 138, 151–152
Assessment
, 14
discussion forums
, 41
knowledge-based assessment
, 41
methods
, 41
project-based assessment
, 41
reflection-based assessment
, 41
support
, 101–102
Assignment policies
, 53
Asynchronous activities
, 59
Asynchronous learning
, 115, 150
Asynchronous methods
, 35–36
Asynchronous mode
, 150
Attitudes
, 16, 19, 153
Awareness
, 16–17, 22, 54, 56–57, 154, 167
Bakia, M.
, 4–5
Barbour, M. K.
, 4
Belonging
, 23, 43–44, 92, 98, 102
Best practices in online teaching and learning
, 169
Blackboard
, 149
Blended learning
, 4, 9, 148, 151
challenges posed by
, 153–155
models of blended learning in HEI
, 149–152
resources for successful implementation of
, 155–157
value and benefits of
, 152–153
Blessinger, P.
, 5
Bond, A.
, 4, 78
Bowen, J. A.
, 5
California Virtual University
, 148
Caring
, 77
Carnegie Mellon University
, 134
Case study
, 6, 19, 76, 92–97, 99–102, 104
Challenges of providing quality education
, 5
Change
, 95–96
Citizenship
concept
, 12
education
, 13
Classroom
policy
, 82
recommitting to compassion in
, 76–86
Cloud computing
, 138
Collaborative learning
, 43
Collaborative online international learning (COIL)
course format
, 140–141
models to rise of virtual study abroad programs
, 139–141
Colleges
, 135
Communication
, 7, 15, 17–18, 27, 54, 77, 81, 154
Community
, 83–84
Community building
, 81
support
, 102–103
“Community of inquiry” model
, 169
Compassion in classroom
building community
, 78–79
communicating with compassion
, 77
community building
, 81, 86
consistency
, 77–78
course delivery
, 81–82
course design
, 81–82, 86
design for interaction
, 82–83
feedback still matters
, 80
focus on community as much as individuals
, 83–84
institution-level policy considerations
, 85
recommitting to
, 76
state of emergency
, 81, 86
take-aways
, 80–81, 86
vision
, 84–85
Compassionate communication
, 7
Compassionate education
, 55
Compassionate pedagogies
, 54
Competencies
, 5, 14, 112, 120
CompuServe software
, 148
Computational devices
, 155
Computer skills
, 154
Computer-based distance learning
, 148
Computer-based learning
, 148
Computer-generated feedback
, 42
Connecting online
, 79
Constructive alignment
, 120
Constructivism
, 34, 38
Content knowledge (CK)
, 155
Conveners
, 25
Conventional learning methods of face-to-face education
, 34
Coronavirus pandemic
, 173
Course delivery
, 81–82
Course delivery modalities
, 57
Course design
, 81–82
Course flexibility
, 57
Course lecturer feedback
, 42
Course shells
, 75
COVID-19
, 34, 95–96, 148, 150, 154–155
impact of COVID-19 on international programs
, 135–136
HEI
, 92
higher education
, 171
pandemic
, 5, 9, 14–15, 50, 53, 56, 60, 74, 77, 110, 114, 124, 154–155, 172
reality of international programs in
, 136–137
relationship between learning, engagement, and support in COVID-19 landscape
, 93–94
vaccines
, 141
Cultural communities
, 13
Cultural other
, 5, 15, 22
Culture
, 27
Curiosity
, 27
Curricular Training Program
, 135
Curriculum
, 13
incorporating GCE into
, 15
integrating GCE into
, 14
Curriculum design
, 92
Curriculum development, e-books and
, 121–122
Data sets, themes from
, 90
Databases
, 168
Deep learning
, 35, 43, 94, 101, 115, 118
Design-based research approach
, 87
Digital
, 98
Digital and information literacy (DIL)
, 112
Digital capabilities
, 8, 112
framework
, 117
Digital collaboration
, 140
Digital content
, 138
Digital divide
, 124, 154
Digital education tools
challenges of using digital education tools to support online learning
, 94–95
move to
, 96–97
“Digital first” policy
, 121
Digital Learning and Instructional Design Services (DLIDS)
, 75
Digital literacy
, 112
skills
, 124
Digital natives
, 94–95
Digital poverty
, 114
Digital tools
, 98
DingTalk (Alibaba’s distance learning platform)
, 149
Direct instruction
, 40
Discord (IRC-style communication platforms)
, 79
Discourse, facilitation of
, 39
Discussion boards
, 83
Discussion forums
, 41
Discussion strategies
, 84
Distance learning
, 4, 111
models
, 121
Distributed learning
, 4
Diversity
, 15, 22
climate of respect for
, 28
values and
, 23
Dual delivery
, 50
E-books and curriculum development
, 121–122
E-learning
, 117, 172
E-pedagogical approaches to learning design
, 116–117
E-pedagogy
, 116
Education
, 13
Educause DIY Survey Kit
, 76
Effective non-verbal communication skills
, 28
Elaboration
, 60
Emergency remote classroom
, 7
Emergency remote teaching (ERT)
, 4, 78
Emotional intelligence
, 92–93, 95, 97–100, 103–104
Emotional process
, 51, 53
Empathy
, 78
Engagement
, 36
English as Second Language (ESL)
, 121
Enriched virtual model
, 151
Epidemics
, 9
European University Association (EUA)
, 138, 140
Evidence-based frameworks
, 9
Evidence-informed pedagogy
, 50, 63
Exclusion criteria
, 9
Extenuating circumstances
, 93, 99
Extrinsic motivation
, 40–41
Face-to-face approach
, 169
Face-to-face learning
, 40
Facilitated discourse
, 36
Facilitation
, 39
Faculty centered course review process
, 171
Fear of failure
, 61–62
Feedback
, 80
computer-generated
, 42
course lecturer
, 42
effective
, 42
peer
, 42
Fertile buzz
, 79
Filters
, 168
5G
, 151
Flex model
, 151
Flexibility
, 38, 152
in content engagement
, 57
location-based
, 39
pace-based
, 39
time-based
, 38
Flipped learning approach
, 170
Focus group
, 7, 76–78, 80, 83, 87, 116, 172
Focus group interviews (FGIs)
, 36
Forced social isolation
, 54
Formative assessments
, 101
Formative feedback
, 80
Formats
, 140
Fourth Industrial Revolution
, 137
Frameworks
, 156
Frustrations
, 18, 45, 81
GCSE
, 113
Generation Z
, 5
Global citizenship
, 13–15, 21
Global citizenship education (GCE)
, 13–14
Global Classroom program
, 139
Global COVID-19 pandemic
, 164
Global Cultural Village
, 6
Global Education for All programs
, 142
Global networks and connections
, 29
Global Village
, 12, 24
Globalization
, 13
Go Study Abroad Association
, 141
Google Earth Maps
, 102
Google meet
, 172
Graduate programs
, 164
Ground rules
, 37
Growth mindset interventions
, 56
Health education
, 9, 168
Health promotion
, 9, 168
Health Sciences
, 169
Help-seeking
, 59
Helvie-Mason, L.
, 4
High-quality online education
, 4
Higher education (HE)
, 7
Higher Education Institutions (HEIs)
, 5, 8, 92, 96, 148
challenges posed by online and blended learning
, 153–155
in countries
, 149
models of online and blended learning in
, 149–152
resources for successful implementation of online and blended learning
, 155–157
value and benefits of online and blended learning
, 152–153
Hodges, C.
, 4, 78
Hope
, 55
Humanity matters
, 74
data we collected
, 75–76
effects of pandemic
, 74–75
faculty perspectives
, 76
Mount Saint Mary College
, 75
Hybrid asynchronous learning
, 150
Hybrid course instructor
, 165
Hybrid learning
, 166
Hybrid synchronous learning
, 150
Hybrid teaching
, 9, 168
Hybrid-Flexible format (HyFlex format)
, 80
HyFlex
, 50
Identification
, 13, 37
In-class model
, 151
In-person learning
, 76, 165
Inclusive learning environments
, 52
Inclusivity
, 124–126
Independent learning
, 95
Information and communication technologies (ICTs)
, 9
Information literacy
, 113–114
Institute of International Education (IEE)
, 134
Institution-level policy considerations
, 85
Institutions
, 134
Institutions of higher learning (IHL)
, 6
active learning
, 38
assessment methods
, 41
effective feedback
, 42
flexibility
, 38–39
methodology
, 36–37
results
, 37
student motivation
, 40–41
student orientation
, 37
teaching presence
, 39–40
Instructional communication
, 166
Instructional design
, 39
Instructional designers
, 167
Instructional formats
, 170
Instructional technology
, 35
Instructors, encourage students to seek help from
, 59
Instructors Flipped Classrooms (IFC)
, 151
Interactions
, 16, 34, 36, 123, 150, 166
Intercultural citizenship
, 15–16
Intercultural communication
, 16–17, 27
Intercultural competencies
, 6, 16–17, 26–27
Interdependency
, 61
International Association of Universities (IAU)
, 148
International organizations
, 14
International programs
, 134, 138
impact of COVID-19 on
, 135–136
reality of international programs in COVID-19 world
, 136–137
International students
, 134, 137
International travel
, 135–136, 141
International visas
, 135–136
Internationalization
, 29, 134, 137, 142
Internet
, 4, 42, 111, 149, 165, 171
Internet of things
, 151
Internships
, 76
Intrinsic Motivation
, 40
IRC-style communication platforms
, 79
Irvine, V.
, 4
Isolation
, 43, 45, 54, 58, 102, 111, 120, 123
Kindness, pedagogies of
, 54–55
Knowledge
, 13, 16, 19, 22, 155–156
of culture
, 26
knowledge-based assessment
, 41
LaBonte, R.
, 4
Laboratory rotation
, 151
Labs
, 76
Language
, 24
Laptops
, 155
Leadership
, 115
League of European Research Universities (LERU)
, 140
Learner demographics
, 52, 110
Learning
, 34, 121
approaches
, 36, 116
e-pedagogical approaches to learning design
, 116–117
emphasizing failure as part of
, 62–63
experience design
, 6, 8, 44–45, 117
journey
, 7, 92, 95–96, 98, 100, 104
objects
, 112
outcomes
, 35, 57, 62, 81–82, 96, 114–115, 117–120, 153–156, 165, 167–168, 171–172
process
, 52, 58, 63, 166
providers
, 110
relationship between engagement and support in COVID-19 landscape
, 93–94
resources
, 151
Learning management systems (LMS)
, 36, 149, 164
Lebanese participants
, 24
Lebanese students
, 21, 25
Lebanon
, 5, 18, 24
Lesson planning
, 54
Librarians
, 116
Libraries
, 113
services
, 153
Life-long learning
, 34, 43, 45, 134, 152
Listening Skills
, 120–121
Literacy
, 113
Live lectures
, 150
Live online sessions
, 125
Live sessions, planning and scheduling
, 122–124
Location-based flexibility
, 39
Lockee, B.
, 4, 78
Low-and Middle-Income Countries (LMICs)
, 154
Low-stake assessments
, 63
Low-weight assessments
, 63
Machine learning
, 138
Massive online courses
, 138
Massively open online courses (MOOC)
, 138, 149–150
Mastery goal orientations
, 55
Means, B.
, 4–5
Menti-meter
, 92
Metacognition
, 56
Metacognitive interventions
, 56
Metacognitive processes
, 56–57, 62
Metacognitive strategies
, 56
Microphones
, 125
Microsoft Teams
, 92, 138, 151
Miro
, 92
Mixed methods approach
, 18–19
Mixed methods research
, 19
Mobile applications
, 138
Mobile devices
, 138
Mobile learning
, 4
Models of online and blended learning in HEI
, 149–152
Module creation
, 113
Module design
, 112–113
Moodle
, 149
Moore, S.
, 4, 78
Moore’s theory of transactional distance
, 166
Motivation
, 35, 57, 96, 116, 153, 156
Multiple platforms
, 151
Murphy, R.
, 55, 138
Mutual respect
, 28
National Center for Education Statistics (NCES)
, 164
National lockdowns
, 95
Netiquette section
, 79
Network-based learning
, 148
Next Normal
, 172
Non-verbal communication elements
, 27
Northeastern University in Boston
, 134
Nova Southeastern University
, 148
OECD
, 155
Office for National Statistics
, 124
Office For Students (OFS)
, 99
One-time instruction
, 113
Online
, 164
Online, distance and eLearning (ODeL)
, 6
Online and hybrid teaching
assessment practices of online and hybrid teaching
, 170–173
methods
, 168
results
, 168–170
Online asynchronous environment
, 77
Online courses
, 58, 150
Online delivery for distance learners
, 113
Online education
, 4, 34, 164
approaches
, 36
Online instructors
, 165–166
Online learning (see also Institutions of higher learning (IHL))
, 4, 9, 34, 114, 121, 144
challenges of catalyzed change to online learning platform
, 95–96
challenges of using digital education tools to support
, 94–95
challenges posed by
, 153–155
environment
, 53
models of online learning in HEI
, 149–152
resources for successful implementation of
, 155–157
strategy
, 110
supporting students to use online learning tools
, 97–98
value and benefits of
, 152–153
Online learning approaches
, 40
Online Learning Consortium (OLC)
, 173
quality scorecard
, 9
Online Learning Consortium and Association for Educational Communications and Technology
, 156
Online Learning Efficacy Research Database
, 168–169
Online Learning Readiness Scale (OLAS)
, 156
validation
, 156
Online movement
, 148
Online pedagogy frameworks
, 155
Online student orientation
, 37
Online support materials
, 117
e-books and curriculum development
, 121–122
learning experiences
, 117–120
oracy
, 120–121
planning and scheduling live sessions
, 122–124
Online teaching
, 4, 9, 168
pastoral support and engagement during online teaching periods
, 98–100
Online technology
, 95, 164–165
Online tools
, 172
Online tutorial videos on LMS
, 37
Optional Practical Training Program (OPT Program)
, 135
Oracy
, 120–121
Oral communication
, 120–121
Organisation for Economic Co-operation and Development
, 138–139
OU
, 111
DIL framework
, 115
learners
, 113
librarians
, 114
modular approach
, 113
perspective
, 111–112
Printed Packs team
, 111
priority
, 111
study
, 123
OU Library
, 115, 117, 121, 123, 125
designs
, 112
policy
, 120
scripts sessions
, 125
sessions
, 123
Outbreaks
, 9
Pace-based flexibility
, 39
Pandemics
, 4, 150
zoom university
, 138
Participants
, 38
Pedagogical approaches
, 166
Pedagogical knowledge (PK)
, 155
Pedagogies of hope
, 54
Pedagogies of kindness
, 54–55
Pedagogy
, 95, 156
Peer feedback
, 42
Peer mentoring
, 103
Peer-reviewed publications
, 9, 168
Perceived learning
, 167
Personal development elements
, 115
Perusall (annotation apps)
, 83, 86
Phoenicia
, 5
Phoenicia University (PU)
, 5
Platform literacy
, 58
“Plus one” approach
, 64
Podcasts
, 138
Post-COVID-19
, 168
Post-pandemic paradigm
, 137
Post-pandemic world
, 141–142
Post-test Semi-structured Interviews
, 23–25
Power and privilege
, 7, 49–52
PowerPoint presentations
, 150
Pre-COVID-19
, 102, 124
Professional service teams
, 97
Program assessment
, 172
Project-based assessment
, 41
Public health
, 9, 168
Public Health Emergency of International Concern
, 135
Quality education
, 5
Quality Matters (QM)
, 9, 172
best practices
, 171
Program
, 171
Remote learning
, 74
Remote learning models
, 9
Remoteness of remote learning
, 74
Research outputs
, 116
Resilience
, 51, 115
Resiliency
, 50, 61
power and privilege associated with
, 51–52
Resilient learners
effort regulation and higher order thinking
, 61–62
emphasizing failure as part of learning process
, 62–63
foster
, 55
importance of self-regulated and resilient learning skills
, 50–51
low-stake assessments
, 63
power and privilege associated with resiliency
, 51–52
strategies for fostering resilient learners
, 61–63
support metacognitive processing
, 62
sustainable teaching practices
, 63–64
trauma-informed teaching for
, 53–55
Resilient learning skills, importance of
, 50–51
Respect
, 7, 15–17, 22, 24, 28–29, 135
Riffee, W. R.
, 5
Robotics
, 151
Rotation model
, 151
Scaffolding
, 60
Schedule synchronous library instruction
, 114
Scholarly teaching
, 171
Scholarship of teaching
, 171
Schools
, 155
Screen-capture videos
, 169
Scripting sessions
, 125
Self-blend model
, 151
Self-motivation
, 57
Self-regulated learners
, 50
develop metacognitive processes
, 56–57
develop time management skills
, 60
encourage students to seek help from instructors
, 59
foster community building
, 58–59
fostering strategies for
, 56
importance of self-regulated and resilient learning skills
, 50–51
improve platform literacy
, 58
link material to student experience
, 60–61
offer scaffolded assignments and timely feedback
, 59–60
provide flexibility in content engagement
, 57
strategies for fostering self-regulated learners
, 56
sustainable teaching practices
, 63–64
Self-regulated learning
, 50, 56
importance of self-regulated learning skills
, 50–51
strategy
, 62
Self-regulation
, 6–7, 34, 50–51, 53, 55–58, 62–63, 166
Semi-structured interview
, 19
Sengupta, E.
, 5
Skills
, 5–6, 13, 15, 28, 34
Skills development
, 8
Skype
, 151
Slack (interactive tools)
, 79, 86
Small liberal arts college
, 7
Smartphones
, 155
Snowball discussion
, 59
Social constructivism
, 34
Social distancing
, 34
Social isolation
, 102–103
Social media
, 138, 153
Social online get-togethers
, 103
Speaking
, 120–121
tendencies
, 25
State of emergency
, 81
Strategic interventions
e-pedagogical approaches to learning design
, 116–117
inclusivity
, 124–126
lessons from library
, 112–115
online support materials
, 117
OU perspective
, 111–112
Strategic redundancy
, 80
Strategy
, 110
Structural inequalities
, 7, 50
Student engagement
, 92–93
assessment support
, 101–102
case study research data collection
, 93
challenges of catalyzed change to online learning platform
, 95–96
challenges of using digital education tools to support online learning
, 94–95
changing dynamics of
, 92
learning support
, 100–101
move to digital education tools
, 96–97
in online learning platforms
, 35
pastoral support and engagement during online teaching periods
, 98–100
relationship between learning, engagement, and support in COVID-19 landscape
, 93–94
social isolation and community building support
, 102–103
supporting students to use online learning tools
, 97–98
Student experience
, 60–61, 122, 165
Student interaction in online courses
, 166
Student learning
, 34, 42, 44–45, 63, 164, 167, 169–172
Student mobility
, 14, 137
Student motivation
, 25, 40
extrinsic motivation
, 40–41
intrinsic motivation
, 40
in online education
, 35
Student preparedness
, 156
Student readiness
, 154
Student-driven service
, 166
Student–content interaction
, 166
Student–instructor interaction
, 166
Students
, 166
Students to use online learning tools, supporting
, 97–98
Student–student interaction
, 166
Study abroad programs for post-COVID world
from COIL models to rise of virtual study abroad programs
, 139–141
impact of COVID-19 on international programs
, 135–136
Internationalization and HEI
, 134
post-pandemic world
, 141–142
reality of international programs in COVID-19 world
, 136–137
technology to rescue
, 137–139
Substitution, Augmentation, Modification, Redefinition (SAMR)
, 155–156
Support
, 62, 93–94, 97
Sustainable e-book strategy
, 122
Sustainable teaching practices
, 63–64
Synchronous class time
, 82
Synchronous learning
, 150
advantages of
, 150
Synchronous meetings
, 172
Synchronous methods
, 35–36
Synchronous software
, 151
Tablets
, 155
Teaching and learning
, 4
activities
, 9
environments
, 8
online and hybrid
, 9
Teaching methods
, 164
Teaching presence
, 39
direct instruction
, 40
facilitation of discourse
, 39
instructional design
, 39
Technological knowledge (TK)
, 155
Technological Pedagogical Content Knowledge (TPACK)
, 155
Technology
, 137, 151
to rescue
, 137–139
TED talks
, 138
Testing effect
, 63
Themes from data sets
, 90
Third Industrial Revolution
, 137
Time-based flexibility
, 38
Tools
, 92
Traditional services online
, 153
Transition
to online mode of education
, 5
to remote learning
, 6
Trauma
, 52
Trauma-informed pedagogy
, 53
Trauma-informed teaching for fostering resilient learners
, 53
pedagogies of kindness
, 54–55
Trust, T.
, 4, 78
UK HE institutions
, 110
UN General Assembly
, 12
Undergraduate programs
, 40, 164
UNESCO
, 13–16
United States
, 134
Universal Design for Learning (UDL)
, 52, 57
Universities
, 135
Universities Study Abroad Consortium (USAC)
, 141
University of Phoenix
, 148
University of Pretoria (UP)
, 152
University of Texas
, 150
University of Washington
, 135
Upskilling
, 91, 98
US Department of Commerce
, 134
Video conferencing
, 150
platforms
, 172
systems
, 138
Video lectures
, 151
Virtual classroom
, 151
Virtual internships
, 141
Virtual offerings and internships
, 141
Virtual reality
, 151
Virtual study abroad programs, from COIL models to rise of
, 139–141
Web 2.0/4.0
, 151
Web Content Accessibility Guidelines
, 125
Web of Science database
, 168
Webex meetings
, 138
Wellbeing
, 99
Wellness
, 53, 64
Western Behavioral Sciences Institute
, 148
Wi-Fi 6
, 151
World Education Services (2019)
, 134
World Health Organization
, 135
Zoom
, 92, 172
fatigue
, 83
university
, 138
- Prelims
- Part I: Engaging Students
- Chapter 1: Introduction to Pandemic Pedagogy: Preparedness in Uncertain Times
- Chapter 2: When the “Cultural Other” Becomes Socially Close During the Covid-19 Pandemic: An Afghani–Lebanese Intercultural Communication Narrative
- Chapter 3: Strengthening Online Education Approaches in Institutions of Higher Learning
- Chapter 4: Evidence-informed Practices for Fostering Self-regulated and Resilient Learners
- Chapter 5: Humanizing the Classroom in the Face of a Dehumanizing Pandemic
- Chapter 6: The Changing Dynamics of Student Engagement
- Part II: E-Learning Strategies
- Chapter 7: From Emergency to Strategic Interventions: Future-proofing the Library's Approach to Curriculum Influence Pre-, During, and Post-COVID
- Chapter 8: Rethinking Study Abroad Programs for the Post-COVID-19 World: A Technology-based Proposal
- Chapter 9: The Application of Online and Blended Learning During Outbreaks, Epidemics and Pandemics: The Case of Higher Education Institutions (HEIs)
- Chapter 10: Best Practices in Online and Hybrid Teaching and Learning in Health Education/Promotion – Current and Post-COVID
- About the Authors
- Name Index
- Subject Index