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Book part
Publication date: 15 May 2023

Krystal Nunes, Ann Gagné, Nicole Laliberté and Fiona Rawle

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation…

Abstract

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation are key to success in online contexts, but the rapid transition to remote learning left many students without the necessary support to develop these skills. Much of the existing literature on self-regulation and resiliency focuses on cognitive processes and strategies such as goal orientation, time management, and mindset. However, the added stress and trauma of learning in the context of a global pandemic highlighted the many other factors relevant to students’ development of these skills. Drawing from the literature, the authors explore evidence-informed teaching practices to foster self-regulation and resiliency, highlight the power and privilege of being able to be resilient, advocate for the development of pedagogies of kindness, and emphasize the “how” of implementing techniques to best support students. The authors provide evidence-informed suggestions with the goal of assisting instructors and students during times of high stress, while acknowledging their limitations in addressing structural inequalities highlighted by the COVID-19 pandemic. Nonetheless, the authors argue that evidence-informed techniques and compassionate pedagogies adopted during a period of upheaval remain applicable to future in-person and online pedagogies.

Book part
Publication date: 9 May 2023

André Renz and Romy Hilbig

During the Coronavirus crisis (COVID-19) that started in 2019 and at the extensive quarantine regulations, educational institutions, companies, and individuals have reacted by…

Abstract

During the Coronavirus crisis (COVID-19) that started in 2019 and at the extensive quarantine regulations, educational institutions, companies, and individuals have reacted by shifting their teaching and learning activities to virtual spaces. Yet, although the use of online learning has increased, it has not been able to achieve the long-promised transformative effect. The COVID-19 crisis has the potential to boost online education overall or at least enable better preparation of the system for the next crisis. Ultimately, to make a digital transformation sustainable, appropriate skills are required. In this study, we adapt the dynamic capabilities foundations creating a theoretical approach to explain how educational institutions have responded to the changing environmental conditions during the COVID-19 pandemic.

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Beyond the Pandemic? Exploring the Impact of COVID-19 on Telecommunications and the Internet
Type: Book
ISBN: 978-1-80262-050-4

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Book part
Publication date: 4 February 2019

Dionisia Tzavara and Barbara Wilczek

Often culture, socio-economic conditions and their multiple roles and responsibilities towards family, work and social life impede women from achieving academic goals. Online…

Abstract

Often culture, socio-economic conditions and their multiple roles and responsibilities towards family, work and social life impede women from achieving academic goals. Online learning is perceived as flexible, ‘comfortable’ and as a mode of learning which can be better balanced with other demands and responsibilities such as work, family and social life. With this study, the aim of this chapter was to focus on the ‘geography’ of online learning, explore whether it supports women’s access to higher education and understand whether women find online learning to be a fulfilling experience. The participants in this study confirmed that online learning makes higher education more accessible to women who might otherwise find it difficult to balance multiple roles and responsibilities with academic aspirations. Female students value the flexibility and convenience of online learning and despite challenges (e.g. handling workload or technology), their learning experience is positive. Interestingly, participants value asynchronous online communication with peers and tutors but learn better in a face-to-face environment. The findings of this chapter have implications for online programme designers, programme managers and directors who should consider the multiple responsibilities of female students and their preference for a more personalized learning environment.

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Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-061-1

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Book part
Publication date: 30 September 2022

Emmanuel Awuni Kolog, Samuel Nii Odoi Devine, Sulemana Bankuoru Egala, Raphael Amponsah, Joseph Budu and Temitope Farinloye

Recent socio-economic trends have made Artificial intelligence (AI) a vital institutional force driving development among countries with optimal opportunities and costs. Among…

Abstract

Recent socio-economic trends have made Artificial intelligence (AI) a vital institutional force driving development among countries with optimal opportunities and costs. Among researchers in this domain, the benefit of AI is highly espoused, having been underexplored in Africa. However, the outbreak of the COVID-19 pandemic has highlighted the need to strengthen the education sector, given that many schools have migrated their teaching and learning online. While face-to-face teaching was the norm, the transition to online teaching has brought about the need to rethink the use of Information Technology to strengthen teaching and learning. To proffer solutions for the implementation of AI in Africa, there is the need to understand the challenges. Therefore, in this chapter, we explore the possible challenges that hinder the implementation of AI in Africa. Further, we propose solutions for the implementation of AI in the education sector, especially in this era of the COVID-19 pandemic. The solutions stem from rethinking the role of AI in the education sector. Finally, a conceptual framework that synthesises the problems and the proposed solution is developed. We envision that the proffered solutions can mitigate the deepening misconceptions and challenges bedevilling AI implementation in Africa.

Details

Management and Information Technology in the Digital Era
Type: Book
ISBN: 978-1-80382-296-9

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Remembering the Life, Work, and Influence of Stuart A. Karabenick
Type: Book
ISBN: 978-1-80455-710-5

Abstract

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Remembering the Life, Work, and Influence of Stuart A. Karabenick
Type: Book
ISBN: 978-1-80455-710-5

Book part
Publication date: 22 August 2022

Byron A. Brown

Emergency remote teaching is not the same as a systematic, carefully thought out, and designed online learning system. Emergency remote teaching is best perceived as merely a…

Abstract

Emergency remote teaching is not the same as a systematic, carefully thought out, and designed online learning system. Emergency remote teaching is best perceived as merely a first step towards migrating into a fully fledged, and carefully designed, virtual or online mode of study. Notwithstanding, this chapter provides a theoretical explanation that justifies the relevance and importance of emergency remote teaching in higher education practice, in light of the global COVID-19 pandemic and related discontinuities. It asserts that emergency related teaching is justified by the urgent need to maintain continuity of teaching and learning and to avoid knowledge and skills decay. A systematic approach to evaluate the effectiveness of emergency remote teaching involves measuring variables across four dimensions; that is, context, input, process, and outcomes. Weighting these dimensions is necessary to ensure that context, input, and process are prioritised above outcomes because the essence of the teaching model, when implemented, is to get it in place swiftly in order for teaching and learning to continue. The effectiveness of emergency remote teaching is best assessed on the basis of its speedy set-up and implementation to maintain continuity of teaching, not on student outcomes. The chapter investigated the approach that a sample of colleges and universities have followed to evaluate their model of emergency remote teaching and contrast it with theory. The approach found in practice was not aligned to best practice. Based on the evidence, the chapter proposes an evaluation framework that institutions can adopt specifically for evaluating emergency remote teaching practice.

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The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

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Content available
Book part
Publication date: 15 May 2023

Abstract

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

Book part
Publication date: 28 February 2019

Leyte L. Winfield, Lisa B. Hibbard, Kimberly M. Jackson and Shanina Sanders Johnson

The racial and ethnic representation of individuals in the workforce is not comparable to that in the general population. In 2010, African Americans constituted 12.6% of the US…

Abstract

The racial and ethnic representation of individuals in the workforce is not comparable to that in the general population. In 2010, African Americans constituted 12.6% of the US population. However, African Americans represented less than 5% of PhD recipients in 2010; African American women comprised less than 1% of the degrees awarded in that same year. These disappointing statistics have sparked conversations regarding the retention of underrepresented groups with a focus on what helps to ensure these individuals will transition through the science, technology, engineering, and mathematics (STEM) pipeline. This chapter provides insight into the elements of the Spelman College learning environment that empower women of African descent to become agents of their success while facilitating their movement through the STEM pipeline. The chapter focuses on interventions and resources developed in the Chemistry and Biochemistry Department to foster student-centered learning. Described herein are cocurricular strategies and course-based interventions are used synergistically to enhance student outcomes. The approach to curricular innovation is framed by theories related to community of inquiry (CoI), metacognition, agency, and self-regulated learning. Strategic institutional investments have underpinned these efforts. In addition to providing a snapshot of student outcomes, the authors discuss lessons learned along with the realities of engaging in this type of intellectual work to elucidate the feasibility of adopting similar strategies at other institutions.

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Broadening Participation in STEM
Type: Book
ISBN: 978-1-78756-908-9

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Book part
Publication date: 4 November 2021

April Millet, Nate Turcotte and Shulong Yan

An educator’s goal is to create experiences that provide students with opportunities to learn. This goal is the same whether the opportunities are presented face-to-face, fully…

Abstract

An educator’s goal is to create experiences that provide students with opportunities to learn. This goal is the same whether the opportunities are presented face-to-face, fully online or hybrid formats in both formal and informal educational settings. All of the examples presented in this chapter come from experiences in a R1 university, however, the information presented is just as valid in any educational setting. For more than a decade, the authors have used knowledge checking to help students test their understanding of the content whether it is using clickers in large-enrollment lectures or embedding questions directly into the course content online. Knowledge-checks and other types of low-stakes quizzing are examples of a learning strategy called retrieval practice. This chapter briefly reviews the rich history of retrieval practice and what the research says about it, mainly that students benefit when they take time as they learn to practice retrieving stored information (Roediger & Butler, 2011). Examples from current courses as well as a fictional case study illustrate how retrieval practice can be used in online courses to keep students engaged and give them opportunities to practice retrieving information that they have learned.

Good pedagogy is good pedagogy whether being taught in a traditional brick and mortar building, fully online using a course management system or leveraging the best of both formats using a hybrid model. Retrieval practice is an example of this. In this chapter, the authors will provide a brief history and literature review on retrieval practice. Following our literature review, the authors provide examples of how different retrieval practice options have been incorporated into the online courses they design at Penn State, as well as a case example of a course redesigned with retrieval practice in mind.

Details

International Perspectives in Online Instruction
Type: Book
ISBN: 978-1-80043-672-5

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