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Academic Voices

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

  • 1st Edition - April 1, 2022
  • Latest edition
  • Editors: Upasana Gitanjali Singh, Chenicheri Sid Nair, Craig Blewett, Timothy Shea
  • Language: English

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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Description

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

Section A. Platform: Focuses on technology, tools, etc.

1. Virtual exchange: Expanding access to global learning
Carol Cirulli Lanham and Caryn Voskuil

2. A framework for distanced e-learning in digitally constrained communities using WhatsApp
Norwell Zhakata

3. Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing onlinelearning
Jennifer Scott, Mathew Legg, and Daniel Konings

4. Mobilising screencast technology and ipsative design to transform feedback practices
Ameena Leah Payne
Section B. Pedagogy: Teaching approaches, assessment, etc.

5. Instructional approaches to increase students’ engagement in the new normal learning setting
Havisha Vaghjee and Gounshali Vaghjee

6. Gamification as an engagement, learning and interaction strategy for distance education in Mozambique
David C. Franco

7. Upping our game—Increasing online engagement through gamified e-learning
Ebrahim Adam, Craig Blewett, and Rosemary D. Quilling

8. Participatory learning culture: From spectators to creators in online learning environments
Gounshali Vaghjee and Havisha Vaghjee

9. Online STEM teaching of practical chemistry: Challenges and possibilities
Vongai Mpofu and Christopher Mutseekwa

10. Pandemic-proof teaching: Blended learning infrastructure to support pivot to online/hybrid pedagogy
Kaushik Dutta

11. Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities
Santosh Kumar Pudaruth

12. Assessment in higher education during troubled times: The case of a South African arts module
Eurika Jansen van Vuuren

13. COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assessment principles still apply?
Suriamurthee Moonsamy Maistry

14. Application of trauma-informed teaching and learning principles in a blended learning environment
Marc Ebenfield, Lane W. Clarke, Anuja Doshi, Krysten Gorrivan, Gregory LaBonte, Christina Leclerc, Jennifer Mandel, and
Glenn Stevenson

15. Student-centred learning, collaborative learning, and a pedagogy of care in an online foreign language teacher education course
Giovanna Carloni

16. Comparative reflections on the transition to online delivery in higher education during the COVID-19 pandemic
Upasana G. Singh and Violeta Holmes

17. Skillsets and attributes for enhanced teaching–learning outcomes at higher educational institutions in disruptive times
Khandelwal Pratima, Poorna Shankar, and Upendra Raje Siddiraju

18. COVID-19 consequences—Aligning learning outcomes with realigned teaching activities
Roshni Gokool and Shamila Naidoo
Section C. People: Students, lecturers, management, etc.

19. Covid-19, community psychology and some thoughts on teachingand learning
Sydney Engelberg

20. HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice
Jennifer Scott, Josephine Pryce, Marie B. Fisher, Nicole B. Reinke, Rachelle Singleton, Angela Tsai, Dongmei Li, Ann L. Parkinson, Rajaraman Eri, Suzanne Reid, and Mary-Ann Shuker

21. Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning
Greig Krull and Fiona MacAlister

22. Teaching adaptability in higher education institutions: A case study of a private Indian university
Upasana G. Singh and S. Sharma

23. Faculty perspectives on Moodle migration during COVID-19: A view from the global South
Vusmuzi Maphosa

24. Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19
Leela Cejnar, Elisabeth Valiente-Riedl, Helena Robinson, and Jennifer Fletcher

25. Disruptions and delays: Lecturers’ experiences of moving an information systems module online
Rosemary D. Quilling, C.S. Price, and R. Raghavjee

26. Assessing the relationship between academic communities of practice
and collegial learning: Case: Universit'e des Mascareignes
Nirmal Kumar Betchoo

27. The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic
Thembisa Ngqondi, Pardon Blessings Maoneke, and Hope Mauwa

28. Intersections of the mental, social, economic, and physical burdens of COVID-19 on women in academia
M. Seedat-Khan, Q. Dawood, and A. Ramnund-Mansingh
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
Lorraine A. Bennett

30. Towards authentic online assessment in higher education: Lessons
learnt during the COVID-19 period
Suleiman Mwangi, Caroline Mutwiri, and Purity Muthima

31. The voices of online students in the quality assurance process
Lorayne Robertson, Sarah McConnell, Sarah Landry, Amanda Wolterbeek, Sanya Cardoza, Kim Bradley, and Violet Bell

32. Resit exams in Australian higher education: Lessons from a novel COVID-19 assessment trial
John Juriansz, Nga Thanh Nguyen, and Colin Clark

33. Prevalence of online cheating during the COVID-19 pandemic
S. Ndovela and M. Marimuthu
Section E. Predictions

34. The ‘futurist’ voice of academia
Kwong Nui Sim and Michael Cowling

35. Unbound education: Curriculum no longer confined by time and space
Rene'e J. LeClair and Andrew P. Binks

36. Meet Lisa: The robot who stole your job
Dusty-Lee Donnelly

37. Doctoral supervision: Let us dream about thesis defence!
Karen Ferreira-Meyers

38. The relevance of digital transformation in Africa in the wake of COVID-19: An uBuntu prospective
R.C. Ruto-Korir

39. Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile
Pete Leihy

Product details

  • Edition: 1
  • Latest edition
  • Published: April 1, 2022
  • Language: English

About the editors

US

Upasana Gitanjali Singh

Professor Upasana Singh is the Academic Leader and Associate Professor in Information Systems and Technology at the University of KwaZulu-Natal, Durban, and an Adjunct Senior Lecturer at the Victorian Institute of Technology, Australia. With a Ph.D. from the University of South Africa and over 15 years of teaching experience, she specializes in IT-related subjects and Educational Technologies. Professor Singh has an extensive publication record, including books, journal articles, and conference papers, contributing significantly to digital teaching, learning, and assessment. As Chair of the digiTAL2K conference, she promotes global collaboration in educational technologies. Her research, particularly during the pandemic, has been instrumental in guiding online learning transitions, with a focus on quality assurance and gender-specific models. She has received numerous accolades for her leadership and contributions to digital education, including the Distinguished Teachers Award and recognition from ASCILITE’s Women in Academic Leadership initiative
Affiliations and expertise
University of KwaZulu-Natal, South Africa

CN

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

CB

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.

TS

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.

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