Access and Inclusion in Emergency Management Online Education: Challenges Exposed by the COVID-19 Pivot

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Caroline S. Hackerott ◽  
Alyssa L. Provencio ◽  
Jenniffer M. Santos-Hernandez
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Emergency Management ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Extant Literature ◽  
Learning Framework

Abstract This paper reviews the extant literature on the development of online education within the discipline of emergency management and identifies areas exposed by the COVID-19 pivot needing further examination. We suggest utilizing a Scholarship of Teaching and Learning framework to identify best practices for responding to issues of access and inclusion.

scholarly journals Innovations and best practice in undergraduate education

F1000Research ◽  
2016 ◽  
Vol 5 ◽  
pp. 646
Author(s):  
George R. Littlejohn ◽  
Graham Scott ◽  
Mary Williams
Keyword(s):  
Science Education ◽  
Best Practices ◽  
Undergraduate Education ◽  
Teaching And Learning ◽  
Best Practice ◽  
Collective Responsibility ◽  
Experimental Biology ◽  
Next Generation ◽  
Scholarship Of Teaching

University-based scientists hold the collective responsibility for educating the next generation of citizens, scientists and voters, but the degree to which they are individually trained and rewarded for this pursuit is variable. This F1000Research channel has its origin in a Society for Experimental Biology Conference held in Prague, 2015 and brings together researchers who excel at undergraduate education or the scholarship of teaching and learning to discuss challenges and best practices in contemporary higher science education.

The scholarship of teaching and learning in emergency management and homeland security: Trends, gaps, barriers, and opportunities

2019 ◽  
Vol 17 (1) ◽  
pp. 27
Author(s):  
Shirley Feldmann-Jensen, RN, DPPD, MPH ◽  
Caroline S. Hackerott, PhD ◽  
Claire Connolly Knox, PhD ◽  
James D. Ramsay, PhD, MA, CSP ◽  
David A. McEntire, PhD ◽  
...  
Keyword(s):  
Emergency Management ◽  
Homeland Security ◽  
Teaching And Learning ◽  
Academic Programs ◽  
Education Standards ◽  
Scholarship Of Teaching ◽  
Professional Boundaries ◽  
Current State ◽  
The Status ◽  
Barriers And Opportunities

Underlying the nature of what is and is not a profession are education standards. Among the characteristics defining a profession’s specialized boundaries are the education standards comprising its academic programs. The status of the Scholarship of Teaching and Learning (SoTL) is explored for both emergency management and homeland security (EM/HS) at this point in time. The aim of this article is to increase the conceptual understanding of SoTL by discussing what SoTL is, explaining why it is important, exploring our current state of knowledge in this area, and by identifying current barriers and opportunities for improvement. Several possible means of better integrating SoTL into the EM/HS discipines are highlighted: Making SoTL a higher priority, increasing exposure to existing research, advancing knowledge within our own disciplines, sharing knowledge through publications and conferences, and applying knowledge in our teaching. Conclusively, the vital nature of SoTL research can more deeply establish the professional boundaries for both disciplines.

scholarly journals COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Basim Sulaiman Alatni ◽  
Ismaila Rimi Abubakar ◽  
Saad Arslan Iqbal
Keyword(s):  
Saudi Arabia ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Learning Framework ◽  
Academic Activities ◽  
Sudden Transition

The COVID-19 Pandemic has severely impacted educational systems around the globe, necessitating rapid modifications to the educational milieu while safeguarding human health and wellbeing. Following the closure of universities in Saudi Arabia, the instructors of all theory courses were mandated to switch from face-to-face course delivery to remote teaching and learning. This research examines the challenges and impacts of the COVID-19 Pandemic on the mode of teaching and learning and the numerous adaptations in the pedagogical framework of the Landscape Architecture program at Imam Abdulrahman Bin Faisal University, Saudi Arabia. It also explores the opportunities the transition to online education presents to faculty and students moving forward. The data were collected using an online questionnaire survey and focus group discussions. Data analyses consisted of descriptive statistics and thematic content analysis. The research finds that the sudden transition to online teaching and learning disrupted academic activities and had negatively affected the existing teaching and learning framework. Therefore, the research recommends an adaptable and dynamic teaching framework agile enough to cope with sudden disruptions. It concludes with lessons for future teaching and learning frameworks and amendments for upcoming sessions to deal with similar situations.

scholarly journals BLENDED LEARNING: SUPPORTING STUDENTS’ LEARNING AND ENHANCING THEIR EXPERIENCE — A LITERATURE REVIEW

2019 ◽  
pp. 45-51
Author(s):  
Gulbaxor ABDUKADIROVA ◽  
Gulrukh KHAMROEVA
Keyword(s):  
Literature Review ◽  
Best Practices ◽  
Online Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Review Article ◽  
Journal Articles ◽  
Effectiveness And Efficiency ◽  
Broad Generalization ◽  
Innovative Concept

This review article provides an analysis of the researches conducted during the last two decades on the topic of blended learning in teaching and learning process. Some studies which highlighted the benefits of blended learning had been analyzed in order to develop new features of effectiveness and efficiency of this innovative concept. As a result, 15 journal articles, 6 published books and several commentaries were identified, read, evaluated, and synthesized. Some general principles regarding best practices in online education and blended learning will be shared with cautions against broad generalization. Маколада сўнгги йигирма йилда таълим ва ўкув жараёнида аралашган таълим мавзуси бўйича ўтказилган тадқиқотлар таҳлили тақдим этилган. Ушбу инновацион концепциянинг самарадорлиги ва самарадорликнинг янги хусусиятларини ишлаб чикиш мақсадида аралаш таълим тадқиқ этилган бир қанча илмий ишлар ўрганилган. Ўн бешта илмий мақола, олтита китоб ва кўплаб тақризлар ўрганилди, баҳоланди ва умумий хулосалар чиқарилди. Онлайн таълим ва аралаш таълимнинг шу пайтгача маълум бўлган энг яхши амалиётларига оид айрим умумий принциплар кенг умумлаштиришдан ҳоли тарзда изоҳланди. В данной обзорной статье приводится анализ исследований, проведенных в течение последних двух десятилетий по теме смешанного обучения в процессе преподавания. Некоторые исследования, в которых подчеркивалось преимущество смешанного обучения, были проанализированы с целью разработки новых характеристик эффективности и действенности этой инновационной концепции. В результате было проанализировано 15 журнальных статей, 6 опубликованных книг и несколько комментариев. Некоторые общие принципы, касающиеся практики в области онлайн-образования и смешанного обучения, будут изложены с предостережением от широкого обобщения.

scholarly journals Assessing Outcomes of Simulation in Communication Sciences and Disorders

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Erin Clinard
Keyword(s):  
Best Practices ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Student Learning Outcomes ◽  
Assessment Process ◽  
Evidence Based ◽  
Scholarship Of Teaching ◽  
Simulation Research ◽  
Simulation Based

Assessment is an ongoing process that is necessary at every stage of designing, implementing, and evaluating simulation-based learning experiences (SBLEs). Designing and aligning a high-quality assessment process provides instructors and researchers with valuable data to understand if students have met the desired simulation learning objectives, where students are in their learning, and opportunities to enhance the SBLE. This reflection discusses the importance of assessing student learning outcomes as well as the effectiveness of all simulation-based learning experiences (SBLEs) in communication sciences and disorders (CSD). While the benefits and effectiveness of simulation have been demonstrated in other health professions, simulation research is in its beginning in CSD. Building the evidence to inform systematic integration of simulation into CSD curricula and to further best practices in our field is essential. Further, to advance the Scholarship of Teaching and Learning (SoTL) in simulation, researchers and instructors must disseminate their findings, measures and tools, assessment processes, and even simulation scenarios. Dissemination serves to enhance evidence-based education practices and further validate the assessment processes we are using to ensure quality simulation.

scholarly journals And So It Goes: An Introduction to Volume 2 of the Journal of Communication Pedagogy

2019 ◽  
Vol 2 ◽  
pp. 1-2
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
Teaching Effectiveness ◽  
Instructional Communication ◽  
Original Research ◽  
Communication Education ◽  
Scholarship Of Teaching ◽  
Critical Communication Pedagogy ◽  
Communication Pedagogy ◽  
Basic Course

As part of the larger instructional communication education umbrella and similar to, yet distinct enough from, its related subdisciplines such as basic course scholarship, the scholarship of teaching and learning, and critical communication pedagogy, the articles published in this volume of JCP demonstrate the three forms through which communication pedagogy can emerge. That is, whether communication pedagogy centers on the systematic study (i.e., Original Research Studies), reflection (i.e., Reflection Essays), or identification of teaching practices (i.e., Best Practices) across communication curricula, the end result is that communication pedagogy acts as a vehicle through which teaching effectiveness can be improved, strengthened, or even realized, with the goal of enriching—in some way—the educational lives of instructors and students and assisting instructors, students, and classmates in the development and maintenance of productive and satisfying communication relationships with and among each other.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

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