scholarly journals Conversation among Physical Chemists: Strategies and Resources for Remote Teaching and Learning Catalyzed by a Global Pandemic

2021 ◽  
Author(s):  
Andrea N. Giordano ◽  
David Gardner ◽  
William W. Kennerly ◽  
Chrystal D. Bruce
Keyword(s):  
Teaching And Learning ◽  
Global Pandemic

scholarly journals Teaching Mathematics during the COVID-19 Lockdown in a Context of Historical Disadvantage

2021 ◽  
Vol 11 (4) ◽  
pp. 177
Author(s):  
Brantina Chirinda ◽  
Mdutshekelwa Ndlovu ◽  
Erica Spangenberg
Keyword(s):  
South Africa ◽  
South African ◽  
Mathematics Teachers ◽  
Education System ◽  
Teaching And Learning ◽  
Face To Face ◽  
Global Pandemic ◽  
Education Community ◽  
South African Education

The COVID-19 global pandemic widely affected education across the world and engendered unprecedented scenarios that required expeditious responses. In South Africa, the pandemic came on top of pre-existing inequalities in the education system. Using a qualitative research method of exploratory and descriptive nature, this study engaged a social justice framework to explore the teaching and learning of mathematics during the COVID-19 lockdown in a context of historical disadvantage. A sample of twenty-three Grade 12 mathematics teachers at various public secondary schools in Gauteng, South Africa was used in the study. The teachers were selected through purposive sampling. A Google-generated open-ended questionnaire and follow-up telephonic interviews were used to collect data. Data were analysed thematically in five steps. The findings revealed that the WhatsApp platform is a valuable tool that can support the teaching and learning of mathematics beyond the classroom in the contexts of historical disadvantage. The findings also provided insights into how mathematics teachers became learners themselves during emergency remote teaching (ERT) as they had to adapt to digital teaching, find solutions to unfamiliar problems and acquire knowledge from a larger mathematics education community around the globe. The article discusses these findings and teachers’ challenges of transitioning from traditional face-to-face classrooms to ERT and how they were addressed. At the time of publishing the article, most learners in South Africa had started going to school on a rotational basis. Nonetheless, the study reported in this article is of importance as ERT in the context of historical disadvantage has foregrounded issues of inequality in the South African education system that must be dealt with urgently.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Notes on Corpoliteracy: Bodies in Post-digital Educational Contexts

2021 ◽  
pp. 167-182
Author(s):  
Gila Kolb
Keyword(s):  
Learning Environments ◽  
Teaching Practices ◽  
Power Relations ◽  
Teaching And Learning ◽  
Digital Art ◽  
Digital Learning ◽  
Conceptions Of Learning ◽  
Global Pandemic ◽  
Art Teaching ◽  
Digital Learning Environments

AbstractThis chapter demonstrates the potential to challenge power relations, and reconsider teaching practices and conceptions of learning bodies. How do bodies in a digital learning setting perform are read and observed? How they can be included in learning settings? Since teaching and learning increasingly take part in digital learning environments, especially since the outbreak of the COVID-19 global pandemic, digital art teaching needs rethinking toward the knowledge of learning bodies and of the perception of learning in the digital realm: a digital corpoliteracy.

scholarly journals SOTL under STRESS: Rethinking Teaching and Learning Scholarship during a Global Pandemic

2021 ◽  
Vol 9 (1) ◽  
pp. 3-12
Author(s):  
Laura Cruz ◽  
Eileen Grodziak
Keyword(s):  
Teaching And Learning ◽  
Global Pandemic

This essay considers how the current age of multiple crises is leading to changes in questions we ask of teaching and learning, questions we ask in SoTL, and the role of SoTL scholars.

Epilogue

2021 ◽  
pp. 158-162
Keyword(s):  
Teaching And Learning ◽  
Music Teachers ◽  
Emotional Health ◽  
Music Teaching ◽  
Social Emotional ◽  
Music Making ◽  
The Arts ◽  
Global Pandemic ◽  
The One ◽  
Music And The Arts

The epilogue addresses the observations of the editors and authors of this volume regarding their observations of the pedagogical shifts needed to address music teaching and learning during a global pandemic such as the one unleashed by Covid-19. When a great deal of musicking, teaching, and learning needed to happen remotely, having access to technology and understanding how to employ it for supporting creative and collaborative music making and remote instruction was of paramount importance for many music teachers and musicians. Yet for too many students and school districts around the globe, the digital divide heightened the lack of educational equity in countless communities. While many districts merely focused on content delivery though whatever digital or non-digital means were available, the authors noted the crucial role that a focus on social-emotional learning plays in the lives of our students, with a particular emphasis on how music and the arts can support our emotional health and sense of connection.

The Future of Tourism, Hospitality and Events Teaching and Training

2020 ◽  
Author(s):  
Clare Lade ◽  
Paul Strickland ◽  
Elspeth Frew ◽  
Paul Willard ◽  
Sandra Cherro Osorio ◽  
...  
Keyword(s):  
Online Education ◽  
Potential Application ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Global Pandemic ◽  
The World ◽  
The Impact ◽  
And Training

This chapter examines the ways in which teaching and training in tourism, hospitality and events have evolved and adapted to the contemporary demands of academia and industry. It explores the development of education in tourism, hospitality and events, the contemporary factors which influence teaching and learning, and discusses the rise of Massive Open Online Courses with a particular focus on their potential application within tourism, hospitality and events curriculum. The chapter concludes by providing an overview of Open Badges and their importance in education. At the time of writing, the world has been confronted by the Covid-19 global pandemic which has caused great disruption at all levels. The impact of Covid-19 is briefly addressed in this chapter as the enforcement of social distancing measures has led to a significant increase globally in online education.

scholarly journals Assessment for the Evaluation of E-Learning and Teaching by the Quality Matter Standards Post COVID-19

2021 ◽  
Vol 15 (4) ◽  
pp. 1
Author(s):  
Hind Abdelmoneim Khogali
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Ministry Of Health ◽  
Learning And Teaching ◽  
Engineering Program ◽  
Positive Data ◽  
Global Pandemic ◽  
E Learning

On 18 March, the WHO announced that COVID-19 was a global pandemic, and the Ministry of Health instituted a COVID-19 lockdown. After the period of restrictions ended, blended learning was initiated at the universities. The research aims to evaluate the responses of students, teachers, and quality units in the teaching and learning process by Quality Matter standards. The survey was constructed using a Google form. The research recorded positive data in most of the Quality Matter Standards (QM) in Architecture Engineering Program applied by 95%. Some weakness points were identified 5% and are discussed in this paper. The results by (QM) St1 (2.7/3), St2 (2.6/3), St3 (2.6/3), St4 (2.6/3), St5 (2.6/3), St6 (2.5/3), St7 (2.6/3), St8 (2.7/3). General conclusions are added for teachers to be applied to e-learning education.

scholarly journals A toolbox for digitally enhanced teaching in synthetic biology

2021 ◽  
Author(s):  
Liv Teresa Muth ◽  
Liam Richard Jenkins Sánchez ◽  
Silke Claus ◽  
José Manuel Salvador Lopez ◽  
Inge Van Bogaert
Keyword(s):  
Synthetic Biology ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Digital Tools ◽  
Digital Environment ◽  
Teaching Resources ◽  
Educational Provision ◽  
Global Pandemic ◽  
Starting Point ◽  
Practical Experiences

Abstract The global pandemic of COVID-19 has forced educational provision to suddenly shift to a digital environment all around the globe. During these extraordinary times of teaching and learning both the challenges and the opportunities of embedding technologically enhanced education permanently became evident. Even though reinforced by constraints due to the pandemic, teaching through digital tools increases the portfolio of approaches to reach learning outcomes in general. In order to reap the full benefits, this Minireview displays various initiatives and tools for distance education in the area of Synthetic Biology in higher education while taking into account specific constraints of teaching Synthetic Biology from a distance, such as collaboration, laboratory and practical experiences. The displayed teaching resources can benefit current and future educators and raise awareness about a diversified inventory of teaching formats as a starting point to reflect upon one's own teaching and its further advancement.

scholarly journals Implications of COVID-19 Pandemic for Higher Education Institutions' Emergency Preparedness, Response and Recovery Mechanism (EPRRM) Contingency Plan: Relating Issues to Tanzania

2021 ◽  
Author(s):  
Reuben Bihu
Keyword(s):  
Emergency Preparedness ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Administrative Positions ◽  
Contingency Plan ◽  
Recovery Mechanism ◽  
Global Pandemic ◽  
Response And Recovery ◽  
Learning Institutions ◽  
Short Time

The COVID-19 Pandemic began in China at the end of 2019 and spread rapidly to become a global pandemic by the first quarter of 2020. Many death incidences were reported in a short time before it was being familiar to many nations in terms of practices for containment. In response, many countries had to close down education institutions, lockdown cities, and countries, and emphasize practices of new lifestyles and behaviors thought to guarantee safety. Eventually, students were the most affected groups among the nations. Particularly, the impacts of the pandemic were realized in the teaching and learning processes as well as changes in the practices of administration and management of education services. The impacts were essentially felt by students themselves, professors, instructors, teachers, and educationists in managerial and administrative positions. The high intensities of the impacts escalated as there were no contingency plans to curb the sudden changes and lethality in the instant period of pandemic encounters. The pandemic situation signified the demand for an emergence preparedness, response, and recovery mechanism (EPRRM) contingency plan to be put in place for systems of education. The education EPRRM contingency plan would assist the education machinery in higher learning institutions (HLIs) and other levels of learning to keep in resilient and continuant teaching and learning processes in times of crises

scholarly journals A Qualitative Study of Faculty Responses to Teaching during the Covid-19 Pandemic: Creating a Culture of Support

2021 ◽  
Vol 3 (1) ◽  
pp. p67
Author(s):  
Paula Smith-Hawkins
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Research University ◽  
Learning Experience ◽  
Faculty Work ◽  
Course Materials ◽  
Global Pandemic ◽  
Two Factors ◽  
The University ◽  
Hybrid Learning Environment

This study examines the online teaching and learning experience of twenty-one (21) faculty members at a Gulf Cooperation Council (GCC) research university from the initial campus closure of the university in February 2020 in response to the COVID-19 global pandemic, through the end of Fall 2020 semester. The methodology entailed one-on-one interviews with instructors, reviews of the course materials in the Learning Management System, and the examination of email and videoconferencing exchanges. Gagne’s Nine Events of Instruction and the Quality Matters Rubric guidelines for instructional design framed the methodology. This study finds that faculty benefitted from close connections with colleagues and continuous institutional support during the pivot to emergency remote teaching and into a hybrid learning environment. These two factors – collegial connections and university resources – were crucial in sustaining faculty work during the period of this study.

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