Academic Voices

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

1st Edition - April 1, 2022
Editors: Upasana Gitanjali Singh, Chenicheri Sid Nair, Craig Blewett, Timothy Shea
Language: English
Paperback ISBN:
9 7 8 - 0 - 3 2 3 - 9 1 1 8 5 - 6
eBook ISBN:
9 7 8 - 0 - 3 2 3 - 9 1 4 9 6 - 3

Academia's Digital Voice: A Conversation on 21st Century Higher Education provides critical information on an area that needs particular attention given the rapid introduct… Read more

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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.

Cover image
Title page
Table of Contents
Copyright
Contributors
Editorial
Section A: Platform: Focuses on technology, tools, etc.
Section B: Pedagogy: Teaching approaches, assessment, etc.
Section C: People: Students, lecturers, management, etc.
Section D: Process: Policies, quality assurance, etc.
Section E: Predictions
It’s time to talk
Preface
About the editors
Reviewer Acknowledgements
Section A: Platform: Focuses on technology, tools, etc.
1: Virtual exchange: Expanding access to global learning
Abstract
Introduction
What is virtual exchange?
The history of VE
How to plan and carry out a VE collaboration
Technology options for virtual exchanges
Illustrative example
Faculty views on virtual exchange
Disadvantages/challenges
References
2: A framework for distanced e-learning in digitally constrained communities using WhatsApp
Abstract
Introduction
Distanced e-learning
A framework for instruction using WhatsApp
DLPCAwCOIS framework in action
Conclusion
References
3: Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing online learning
Abstract
The challenge: Emergency teaching and learning
Background: The drivers and disruption
An opportunity: Custom building a lightboard
The set-up: The finer details
The outcome: A live streaming lightboard system in use
Final thoughts: Continuing to enhance T&L
References
4: Mobilising screencast technology and ipsative design to transform feedback practices
Abstract
Acknowledgement
Definition of terms
Introduction
A discoursal renaissance
Dialogic, socratic and ipsative feedback
Screencast feedback
Source-recipient relationships
Feedback-seeking behaviour
Implications
Conclusion
References
Section B: Pedagogy: Teaching approaches,assessment, etc.
5: Covid-19 and student engagement: Perspectives of educators to abridge learning loss and engage students in the new normal learning setting
Abstract
Online learning in the new normal
The pedagogy of online learning environments
Instructors’ role in an online environment
Conceptualising learner engagement
Research process
Engaging instructional strategies
Conclusion
References
6: Gamification as an engagement, learning and interaction strategy for distance education in Mozambique
Abstract
Introduction
Literature review
Methodology
Results and discussion
Conclusion
References
7: Upping our game—Increasing online engagement through gamified e-learning
Abstract
Level 0: Gamification loading…
Level 0.5: Almost ready…
Level 1: Motivation as the foundation of gamification
Level 2: Gamification and gamified e-learning research
Level 3: Harnessing different game elements
Level 4: Understanding ‘players’ and motivating them appropriately
Level 5: Shallow vs deep-level gamified e-learning
Level 6: Understanding the student experience in gamified e-learning
Level 7: An approach to effectively gamify e-learning
Level 8: The future of gamified e-learning
Level 9: Conclusion
References
8: Participatory learning culture: From spectators to creators in online learning environments
Abstract
Introduction
Theoretical background
Learner online engagement level (LOEL) model
Conclusion
References
9: Online STEM teaching of practical chemistry: Challenges and possibilities
Abstract
Introduction
Developing 21st century competencies in students
Developing the 21st century STEM competencies through practical chemistry
Technology supported practical chemistry
Towards a digital practical chemistry pedagogy
Conclusion and recommendation
References
10: Pandemic-proof teaching: Blended learning infrastructure to support a pivot to hybrid/online pedagogy
Abstract
Dedication and acknowledgement
Introduction
Implementing blended learning to improve student success
Blended learning supports pivot to online and hybrid methods
Conclusions
References
11: Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities
Abstract
Introduction and context
Methodology and case overview
Community of inquiry
Jumping into the fray: Pedagogical approaches and strategies
Challenges
Achievements
Opportunities, final reflections, and recommendations
Adaptive online teaching and learning framework (AOTLF)
Conclusion
References
12: Assessment in higher education during troubled times: The case of a South African arts module
Abstract
Introduction
Methodology
Literature
Effecting the change
Questionnaire data and discussion
Conclusion
References
13: COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assessment principles still apply?
Abstract
Introduction
Teacher and student presence in the online space
Making my course content and materials accessible and interactive
Fashioning assessments in a way that motivates and facilitates students’ learning
Conclusion
References
14: Application of trauma-informed teaching and learning principles in a blended learning environment
Abstract
Introduction
Principle 1: Physical, social, psychological and academic safety
Principle 2: Trustworthiness and transparency
Principle 3: Support and connection
Principle 4: Collaboration and mutuality
Principle 5: Empowerment, voice, and choice
Principle 6: Social justice
Principle 7: Resilience, growth and change
Discussion
Conclusion
References
15: Student-centered learning, collaborative learning, and a pedagogy of care for the next normal: An online foreign language teacher education course
Abstract
Introduction
Case study
Conclusion
References
16: Comparative reflections on the transition to online delivery in higher education during the COVID-19 pandemic
Abstract
Introduction
Emergency remote teaching vs quality online teaching
Comparative case studies: HUD and UKZN
Conclusion
References
17: Skillsets and attributes for enhanced teaching–learning outcomes at higher educational institutions in disruptive times
Abstract
Preamble
The evolving face of education
Pedagogy being redefined
Skillsets and attributes required by the academics
Digital competencies and digital literacy for 21st century academics
Tomorrow’s calling
Conclusion
References
Additional websites referred
18: COVID-19 consequences—Aligning learning outcomes with realigned teaching activities
Abstract
Introduction and background to the Basic isiZulu module
Theoretical framework
Methodology
Conclusion
Declarations
References
Section C: People:Students, lecturers,management, etc.
19: Covid-19, community psychology and some thoughts on teaching and learning
Abstract
Introduction
Reflection
Elaboration
Recommendations
References
20: HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice
Abstract
Who are TATALers and what is TATALing?
The Auckland TATAL: From CoP to CfP
TATALing in a post-COVID world
References
21: Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning
Abstract
Introduction
Theoretical framework
Literature review
Methodology
Conceptualisation and development of the evolving support strategy
Reflections on professional learning support provided during ERTL
Implications for practice
Conclusion
References
22: Teaching adaptability in higher education institutions: A case study of a private Indian university
Abstract
Introduction
Research problem
Literature review
Study aim and objectives
Research methodology
Discussion of findings
Conclusion
References
23: Faculty perspectives on Moodle migration during COVID-19: A view from the global South
Abstract
Acknowledgement
Introduction
Research problem
Literature review
Conceptual framework
Methods
Results and discussion
Limitations and recommendations
Conclusion
References
24: Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19
Abstract
Introduction
Background: Experiential learning in a transdisciplinary WIL context
Methodology
Experiencing a different kind of ‘complex problem’: Reflections on pandemic teaching
Conclusion
References
25: Disruptions and delays: Lecturers’ experiences of moving an information systems module online
Abstract
Introduction
Literature review
Methodology
Discussion
Conclusion
References
26: Assessing the relationship between academic communities of practice and collegial learning: Case: Université des Mascareignes
Abstract
Introduction
Problem statement
Wenger-Trainer’s theoretical framework
The Mauritian context
Research questions
Methodology
Findings
Existence of a community of practice (CoP) in a pedagogical environment like the UdM
Investigating the characteristics of CoP in the university environment
Analysis of elements of collegial learning at the UdM during COVID-19
Substantiating collegial learning at the UdM
Relationship between community of practice and collegial learning at the UdM during COVID-19 pandemic
Sustainability of communities of practice and collegial learning during and after the COVID-19 period
Conclusion
References
27: The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic
Abstract
Introduction
Literature review
Research methodology
Results
eLearning use by participants
Discussion of findings
Conclusion
References
28: Intersections of the mental, social, economic, and physical burdens of COVID-19 on women in academia
Abstract
Introduction
Methodology
Mental, social, economic, and physical burdens
Mental burdens
Social burden
Economic burden
Physical burden
A universal clinical model for women in the academy
Next steps
Conclusion
References
Further reading
Section D: Process: Policies, quality assurance, etc.
29: A metabletic investigation on the impact of living, learning, and leading university reform in the pandemic shadow
Abstract
Acknowledgement
Introduction
Metabletics
Phenomenology
Metabletics methodology
A metabletic investigation of the COVID-19 pandemic
A metabletic investigation of student feedback and their experience of the pandemic
Subtle cultural nuances from the cross-nations metabletic investigations
The pandemic shadow—Key questions arising from the metabletic investigation
The challenge of university reform
Conclusion
References
30: Towards authentic online assessment in higher education: Lessons learnt during the COVID-19 period
Abstract
Introduction
Historical background on learning and assessments in higher education before COVID-19
Concept of learning and authentic assessment
Relationship between learning outcomes, learners’ activities, and assessment
Universities’ practice on learning and assessments during COVID-19: Policies and practice
Online learning authentic assessments
Lessons learnt on online assessments in higher education during the COVID-19 pandemic period
References
Further reading
31: The voices of online students in the quality assurance process
Abstract
Introduction: The Ontario context
Review of the literature
The BA in educational studies and digital technology program
Methodology
Findings
Discussion
Conclusion and recommendations
Limitations
References
32: Resit exams in Australian higher education: Lessons from a novel COVID-19 assessment trial
Abstract
Introduction
Literature review
The study
Findings
Discussion
Conclusion
References
33: Prevalence of online cheating during the COVID-19 pandemic
Abstract
Introduction
Literature review
Methodology
Results
Discussion and recommendations
Conclusion
References
Section E: Predictions
34: The ‘futurist’ voice of academia
Abstract
Acknowledgements
Perhaps COVID-19 will vaccinate against academia loneliness as well
From ‘sage on the stage’ to ‘steering on the net’
References
35: Unbound education: Curriculum no longer confined by time and space
Abstract
Autonomous learning
Social learning
Addressing institutional resource inequities
Addressing inequities in admissions
Summary
References
36: Meet Lisa: The robot who stole your job
Abstract
A vision of the future
What this may mean for universities as a whole
Reference
37: Doctoral supervision: Let us dream about thesis defence!
Abstract
Use of technology/digital tools, interaction, oral thesis defence
Recommendations and conclusion: How will our dream unfold?
References
38: The relevance of digital transformation in Africa in the wake of COVID-19: A giraffe's prospective
Abstract
Digital transformation and the digital coloniality agenda
Predictions premised on Africa’s HEIs digital learning spaces
Ubuntu and Africa’s pushback of coloniality
References
39: Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile
Abstract
Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile
References
Index

Upasana Gitanjali Singh

Dr Upasana Singh is the academic leader and a senior lecturer in the Discipline of Information Systems and Technology at the University of KwaZulu Natal, Westville Campus, in Durban, South Africa. She has a keen interest in Educational Technologies. In 2019 she completed her Fellowship in “Teaching Advancement in Universities” (TAU), from the CHE. Her primary area of research is Digital Teaching and Learning in Higher Education. https://orcid.org/0000-0002-9943-011X

Affiliations and expertise

Senior Lecturer, Discipline of Information Systems and Technology, University of KwaZulu Natal, Westville Campus, Durban South Africa

Chenicheri Sid Nair

Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution. Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius. Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database. His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education.

Affiliations and expertise

Executive Dean and Dean Learning, Teaching and Student Experience, Victorian Institute of Technology (VIT), Australia

Craig Blewett

Dr. Craig Blewett is an Associate Professor at the University of KwaZulu-Natal, South Africa; an internationally acclaimed speaker and the developer of the ACT approach to teaching with technology. He has numerous books, papers, and other publications on a range of technology-related topics during his over 20-year academic career.

Affiliations and expertise

Associate Professor at the University of KwaZulu-Natal, South Africa.

Timothy Shea

Dr Timothy Shea is an Associate Professor of Decision and Information Sciences at the Charlton College of Business, University of Massachusetts Dartmouth. He is a long-time, enthusiastic proponent of distance learning and teaching with technology, with 25 publications in peer-reviewed journals, and 70 international conferences and service activities.

Affiliations and expertise

Associate Professor of Decision and Information Sciences at the Charlton College of Business, University of Massachusetts Dartmouth.