Academic Voices

A Conversation on New Approaches to Teaching and Learning in the post-COVID World

Upasana Gitanjali Singh, Chenicheri Sid Nair, Craig Blewett, Timothy Shea

• Publisher: Chandos Publishing
• Year: 2022
• Print ISBN: 9780323911856
• eBook ISBN: 9780323914963
• Topic: Education
• Subtopic: Education Administration

Academia's Digital Voice: A Conversation on 21st Century Higher Education provides critical information on an area that needs particular attention given the rapid introduction and immersion into digital technologies that took place during the pandemic, including quality assurance and assessment. Sections discuss the rapid changes called into question as student mobility, pedagogical readiness of academics, technological readiness of institutions, student readiness to adopt online learning, the value of higher education, the value of distance learning, and the changing role of administration and faculty were thrust upon institutions. The unprecedented speed of international lockdowns caused by the pandemic necessitated HEIs to make rapid changes in both teaching and assessment approaches. The quality of these and sacrosanctity of the academic voice has long been the central tenet of higher education. While history is replete with challenges to this, the current, rapid shift to online education may represent the greatest threat and opportunity so far. - Focuses on the academic voice in HEI - Presents an authentic message and mode for the new world we live in post COVID - Includes a section on academic predictions for higher education institutions

Table of contents

• Cover
• Front Matter
• Table of Contents
• Copyright
• Contributors
• Editorial
• Preface
• About the editors
• Reviewer Acknowledgements
• List of Illustrations
• List of Tables
• 1 : Virtual exchange: Expanding access to global learning
• 2 : A framework for distanced e-learning in digitally constrained communities using WhatsApp
• 3 : Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing online learning
• 4 : Mobilising screencast technology and ipsative design to transform feedback practices
• 5 : Covid-19 and student engagement: Perspectives of educators to abridge learning loss and engage students in the new normal learning setting
• 6 : Gamification as an engagement, learning and interaction strategy for distance education in Mozambique
• 7 : Upping our game—Increasing online engagement through gamified e-learning
• 8 : Participatory learning culture: From spectators to creators in online learning environments
• 9 : Online STEM teaching of practical chemistry: Challenges and possibilities
• 10 : Pandemic-proof teaching: Blended learning infrastructure to support a pivot to hybrid/online pedagogy
• 11 : Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities
• 12 : Assessment in higher education during troubled times: The case of a South African arts module
• 13 : COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assessment principles still apply?
• 14 : Application of trauma-informed teaching and learning principles in a blended learning environment
• 15 : Student-centered learning, collaborative learning, and a pedagogy of care for the next normal: An online foreign language teacher education course
• 16 : Comparative reflections on the transition to online delivery in higher education during the COVID-19 pandemic
• 17 : Skillsets and attributes for enhanced teaching–learning outcomes at higher educational institutions in disruptive times
• 18 : COVID-19 consequences—Aligning learning outcomes with realigned teaching activities
• 19 : Covid-19, community psychology and some thoughts on teaching and learning
• 20 : HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice
• 21 : Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning
• 22 : Teaching adaptability in higher education institutions: A case study of a private Indian university
• 23 : Faculty perspectives on Moodle migration during COVID-19: A view from the global South
• 24 : Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19
• 25 : Disruptions and delays: Lecturers’ experiences of moving an information systems module online
• 26 : Assessing the relationship between academic communities of practice and collegial learning: Case: Université des Mascareignes
• 27 : The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic
• 28 : Intersections of the mental, social, economic, and physical burdens of COVID-19 on women in academia
• 29 : A metabletic investigation on the impact of living, learning, and leading university reform in the pandemic shadow
• 30 : Towards authentic online assessment in higher education: Lessons learnt during the COVID-19 period
• 31 : The voices of online students in the quality assurance process
• 32 : Resit exams in Australian higher education: Lessons from a novel COVID-19 assessment trial
• 33 : Prevalence of online cheating during the COVID-19 pandemic
• 34 : The ‘futurist’ voice of academia
• 35 : Unbound education: Curriculum no longer confined by time and space
• 36 : Meet Lisa: The robot who stole your job
• 37 : Doctoral supervision: Let us dream about thesis defence!
• 38 : The relevance of digital transformation in Africa in the wake of COVID-19: A giraffe's prospective
• 39 : Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile
• Index
• A