The Impact of COVID-19 on Teaching and Learning in Higher Education.

Format:

Book

Author/Creator:

Studente, Sylvie.

Series:

Education in a Competitive and Globalizing World

Language:

English

Subjects (All):

Education, Higher--Computer-assisted instruction.

Education, Higher.

Physical Description:

1 online resource (238 pages)

Place of Publication:

New York : Nova Science Publishers, Incorporated, 2021.

Summary:

"The outbreak of the COVID-19 pandemic has generated much uncertainty around the HE landscape. Global lockdown measures led to university campuses closing and moving to an online mode for teaching and learning. Scholars have reported that the physical closure of HE institutions has been detrimental to student learning worldwide, whilst others have advocated the possible opportunities that may arise from reshaping HE through technologies. The disruption caused to education by the pandemic has had a significant impact on the learning experience for students; self-directed study time has increased, levels of stress and anxiety experienced by students has increased, and the lack of face-to-face interaction with lecturers and other students has led to feelings of isolation. Educators have reported that due to the immediate urgency of the lockdown there was little time to plan in advance for online delivery and assessment. From a financial perspective, the effects of the pandemic led to a loss for UK universities of £790 million during 2020, which is forecast to increase to a loss of £2.6bn during 2021. Enrolment numbers have declined, and the recruitment of international students, who make up a high number of the market sector, has been severely impacted. It is clear that HE institutions as a whole are facing significant challenges in these uncertain times. This edited collection addresses the need to examine the far-reaching impacts of the COVID-19 pandemic upon teaching and learning in higher education, examining the challenges and opportunities associated with the impact of the COVID-19 pandemic and outlining current perspectives, practices and innovations which will contribute to an understanding of the current situation for higher education institutions. Research and best practices on adapting to online modes of delivery and the implications of this are reported upon. The need for this edited collection is to share best practices with educators during this time of uncertainty"-- Provided by publisher.

Contents:

Intro

Contents

Preface

References

Chapter 1

Enabling Transition to Online Teaching during COVID-19 through a Peer-Supported Collaborative Environment

Abstract

Introduction

The Impact on Student Experience

Peer Support

The Beginning of a Peer-Supported Collaborative Environment

Adopting Online Teaching Best Practices, Tools and Technologies

Providing Online Live Support

The Formalization of Teaching Online Meetups (TOM)

TOM's Approach to Building Educator Confidence in Online Teaching

Peer-Supported Practice Sharing

Hands-On Testing with Online Tools

Personal Reflections and Group Discussions

An Open Space for Sharing

Addressing Different Levels of Needs

Peer Support is Beneficial to Different Types of Participants

Sessions Stay Relevant to the Changing Needs

Conclusion

Chapter 2

Towards a Digital Pedagogy of Inclusive Active Distance Learning

Theoretical Background

Universal Design for Learning (UDL)

Mapping Pedagogical Approaches

Vignette 1: An Inclusive Learning Experience

Vignette 2: Sensemaking through Remaking and Reconceptualising Digital Artefacts

Vignette 3: Working in Small Groups to Co-Construct Knowledge within an Online Community of Practice

Vignette 4: Social and Intellectual Engagement within a Community

Vignette 5: Creating Collaboratively Online

Vignette 6: Enhancing Student Experience and Skills through Virtual Placements

Vignette 7: A Student's Perspective of Student Engagement and Learner Experience

Vignette 8: Building Graduate Skills through a Simulated Physical Placement Setting

Acknowledgments

Chapter 3

Staying Connected: Minimizing Isolation and Building Learning Communities via Chatbot Technology

1. Introduction.

2. Background Motivation

2.1. What Are Chatbots?

2.2. Assisting the Transition from School to University Life

2.3. The Impact of the COVID-19 Pandemic

2.4. Chatbots as a Solution

2.5. Differ Chatbot

3. Study One (Pilot)

3.1. Overview

3.2. Data Collection

3.3. Findings

4. Study Two

4.1. Overview

4.2. Setting up Learning Communities

4.3. Discussion

Chapter 4

Designing and Delivering Online Education: One Size Does Not Fit All

Case Study One: Converting to Online

Change 1: Weekly Learning Content Was Captured in Pre-Recorded Videos

Change 2: Zoom Classes Were Kept Simple and Aimed to Support Students

Change 3: Regular Personal Check-Ins with Students

Unit Outcomes

Case Study Two: Designing for Online

Priority 1: Easy Self-Guiding Navigation Within a Clear Structure

Priority 2: Course Flexibility with Instructor Presence

Priority 3: Multi-Modal Learning Material

Micro-Credential Outcomes

Reflections and Conclusions

Chapter 5

The Effect of Mitigation Strategies on University Student's Mental Health and Well Being: A Review of Preliminary Studies

1. Introduction

2. Background Motivation

2.1. Impacts on Mental Health Wellbeing

2.2. Changes in Social Dimensions

3. A Review of Preliminary Studies

3.1. International Students

4. Discussion and Conclusion

Chapter 6

Wellbeing in the Time of COVID

'Your Wellbeing and Success' Online Module, in the 'Joining Melbourne' Student Orientation Subject

Content

Features

Workbook

Resources

Videos

Interactive Learning Activities

Course Outcomes and Impact

Course Reflections

Free Short Online Courses for Health Professionals.

Compassion Fatigue: The Cost of Caring in Health Professionals

Who is This Course For?

Physical Signs of Compassion Fatigue

Emotional/Cognitive Signs of Compassion Fatigue

Behavioural Signs of Compassion Fatigue

What Can Be Done to Prevent Compassion Fatigue?

Free Short Online Courses For Students

Behaviour Change Techniques for Improving Wellbeing

Course Aims

Course Content

Learning Mechanisms

Chapter 7

Examination of the Future for Lectures and Seminars for Students - in Business Modules, in the 21st Century

The Value of the Lecture

Teaching Styles and Theories

Behaviourism

Constructivism

High Quality of Lecture Delivery

Performance Orientation

Communication Orientation

The Dr. Fox Effect

Further Considerations

Alignment

Curriculum

The Secret Garden(s) of the Curriculum: Baroque Garden

Natural Garden

"Dig for Victory"

Cottage Garden

Chapter 8

How Has COVID-19 Shifted How We Support, Recognise and Measure Student Engagement?

What Is Engagement and How Is It Assessed?

Exploring the Relative Value of Factors of Engagement with a Level 4 Cohort

Transferability of Practice and System Gains during COVID to a Post-COVID Context

The Role of Learner/Learning Analytics Post-COVID

Lecture Recordings Post-COVID

Chapter 9

The Impact of COVID-19 on Student Engagement and Experience

Background Motivation

The New Normal in Higher Education?

Student Engagement and Expectation

The RADAR Framework at Regents

University London

Implementation of RADAR.

Outcomes of the Implementation of RADAR

Discussion and Conclusion

Chapter 10

Summing Up the Impact of COVID-19 on Student Experience and Expectations

Method

Changing Student Expectations

Has COVID Changed Our Understanding of What a University is For?

Technology

Education and Wellbeing

Engagement, Experience and Expectations

Future Steps and Recommendations

About the Editors

Index

Blank Page.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

9781536199710

1536199710