Academic Voices
A Conversation on New Approaches to Teaching and Learning in the post-COVID World
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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.
Key Features
- 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
Readership
Academics and management of Higher Education Institutions
Table of Contents
- 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
Product details
- No. of pages: 526
- Language: English
- Copyright: © Chandos Publishing 2022
- Published: April 1, 2022
- Imprint: Chandos Publishing
- eBook ISBN: 9780323914963
- Paperback ISBN: 9780323911856
About the Editors
Upasana 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.