This edited collection addresses the need of evaluating innovative or non-traditional academic schemes for understanding their feasibility in extraordinary educational environments. The individual chapters are enriched with robust appraisals of policies and practices linked to academic innovations in higher education during the unprecedented COVID-19 pandemic. The case studies report wide-ranging teaching, learning and academic support practices within online, open, blended and distance learning models. The findings supply two domains of scholarship: evidence-based scenarios through real-world case studies, and a critical evaluation of educational quality through research-informed argument. The evidence gathered from countries, such as Australia, Bangladesh, Canada, China, India, Malaysia, Nepal, Saudi Arabia, Thailand, and the UK show empowering and deterring elements of academic innovation amid disruptions. Although this book highlights academic innovations in disruptive situations, they emerge as powerful tools and approaches to be considered in traditional face to face learning.
Section
1. Planning for change: evaluating emergency academic
strategies.
Chapter
1. Learning in crisis: analysing a university-wide
transition to micro learning using Infographics.
Chapter
2. Exploding
hierarchies for educational change.
Chapter
3. Ready for anything: adaptive
curriculum design for interdisciplinary team projects in Work Integrated
Learning (WIL).
Chapter
4. Evaluating expectations and engagement with
emergency remote teaching: a cross-faculty case study of a Sino-British
university.
Chapter
5. Lecturers teaching from home: exploring academics'
experiences of using educational technology during a pandemic.
Chapter
6.
Perspectives, lessons and reflections on surviving sudden disruption in the
delivery of contemporary business education.
Chapter
7. Reverting to social
presence for remote researching professionals.
Chapter
8. What is gained and
lost when education researchers pivot to online data collection and
dissemination?.
Chapter
9. Decision-making under uncertainty: how university
students navigate the academic implications of the COVID-19 pandemic
challenges.
Chapter
10. Challenges in conducting online assessments in
low-resource context: what directions we get from the experiences of business
faculty members in Nepal.
Chapter
11. Enhancing online assessment quality
through collaboration.
Chapter
12. Clumsy or competent? The social and
cultural dimensions of online learning at King Abdulaziz University, Saudi
Arabia.
Chapter
13. Lessons learnt - a case study about module leadership
and mentorship training for undergraduate academics at QAHE.
Chapter
14.
Higher Education in the time of COVID-19: first response and challenges of
enabling distance education and online learning in Tamil Nadu, India.-
Chapter
15. Improving engagement with online formative assessments in medical
education using Peer Wise.
Chapter
16. Embedding mental wellbeing in
lockdown: an increased priority during a pandemic.
Chapter 17. Embracing
authenticity and selectivity in assessing technical knowledge: a case study
from economics during the pandemic.
Chapter
18. Multimodality, mediation and
communities of practice: developing a sense of belonging through digital
communication tools in a final year journalism course.
Chapter
19. Chinese
undergraduates perspectives of online English instruction shift during
COVID-19 pandemic in Wuhan.
Chapter
20. Maintaining student engagement when
taking case based learning online in a Business Master's degree.
Chapter
21.
Hybrid delivery of practical chemistry courses using pre-lab tutoring
system.
Chapter
22. 'Still Learning Together' - the way YouTube videos
helped Arts and Humanities students during lockdown.
Chapter
23. The past
informing the future: learning logs in online education.
Chapter
24. Reading
online during lockdown: insights from History and Heritage.
Chapter
25. The
impact of COVID-19 on learning for final year nursing students.
Chapter
26.
Pivoting a Business Schools teaching online.
Chapter
27. Developing teacher
expertise: assessing interactive online teaching as an alternative assessment
to classroom-based teaching.
Chapter
28. Cloud simulation for virtual
learning in maritime education.
Chapter
29. Delivery of e-
Research-Informed Teaching in lockdown: case insights from a Northern
Ireland university.
Chapter
30. Enabling dynamic landscapes through
StopMotion animation.
Chapter
31. Virtual case studies for assessment
preparation and practice.
Chapter
32. A Virtual Placement: analysing the
health and social needs of a defined community during lockdown.- Section
3.
Helping to learn: evaluating academic support programmes for students.-
Chapter
33. Virtual learning environments in Hong Kong: the Digital Design
Studio, when needs must.
Chapter
34. Creating community - an inclusive
approach to the delivery of an online diversity Management module.
Chapter
35. Locked down but not locked out: personal tutoring and peer support
amongst Philosophy, Ethics and Religion Students.
Chapter
36. Protecting
student retention through eMentoring during a pandemic.
Chapter
37. Creating
a digital learning community through extra-curricular learning in lockdown:
identity and belonging.
Chapter
38. Life in the new normal: a critical
analysis and a case study of the online intercultural exchange.
Chapter
39.
Challenges for final year business students during COVID-19 and how tutors
can help out.
Chapter
40. Skills Immersion Model: a proactive model to
support students learning.- Section
4. Situating academic development:
evaluating professional capacity enhancement initiatives.
Chapter
41.
Supporting multidisciplinary transitions to blended learning: qualitatively
exploring what works for educators.
Chapter
42. Joining the dots: the
changing identities of university (learning and teaching) fellows.
Chapter
43. We close on Friday - a case study pivotal to online learning and beyond
at a UK HEI.
Chapter
44. Implications of COVID-19on researcher development:
achievements, challenges and opportunities.
Chapter
45. Remote learning:
redefining the role of programme leadership in preserving intended learning
outcomes during COVID-19 crisis.
Chapter
46. Using situated learning to
develop educator capabilities in synchronous online teaching.
Chapter
47.
Designing a collaborative online learning experience to train Graduate
Teaching Assistants using a socio-cultural framework.
Chapter
48.
Professional development of precarious academic staff in online university
teaching.
Chapter
49. Slaying the dragons: developing staff online learning
and teaching identity.
Chapter
50. Pivoting professional recognition- a
community approach.
Md Golam Jamil is Senior Lecturer in Academic Development at Leeds Trinity University, UK. Prior to this role, he worked as Researcher (Assessment) at the University of Bristol and Research Fellow (Research-informed Teaching) at Solent University. Golam is Senior Fellow of Advance HE, UK.
Dawn A. Morley is Principal Academic in adult nursing and leads a new registered nurse degree apprenticeship at Bournemouth University, UK. She has previously worked in academic development and has published extensively in alternative pedagogies including editing three previous collections. Dawn is Senior Fellow of Advance HE, UK.
