scholarly journals Teaching and Learning with Technology During the COVID-19 Pandemic: Highlighting the Need for Micro-Meso-Macro Alignments

2021 ◽  
Vol 47 (4) ◽  
Author(s):  
Joke Voogt ◽  
Gerald Knezek
Keyword(s):  
Online Education ◽  
Empirical Evidence ◽  
Teaching And Learning ◽  
Digital Age ◽  
Learning Contexts ◽  
The World ◽  
Disruptive Change ◽  
Learning With Technology ◽  
Quality Learning ◽  
Theoretical Conceptualization

All over the world teaching and learning transitioned to forms of online education due to the COVID-19 pandemic. In this contribution, we recognize challenges that this disruptive change brought about for teachers and learners. We reflect on these challenges, based on discussions at EDUsummIT2019 in Quebec about the theme “Learners and learning contexts: New alignments for the digital age”. Informed by theoretical conceptualization and empirical evidence we identify micro-meso-macro alignments that need to be in place to move education into the digital age: alignments for quality learning contexts, alignments in support for teachers, and alignments through partnerships.

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.

A Digital Future of Diversity, Connectivity, and Sustainability

2022 ◽  
pp. 67-89
Author(s):  
Shanru Yang
Keyword(s):  
Online Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Critical Discussion ◽  
Mobile App ◽  
Ecological Perspective ◽  
Mobile Assisted Language Learning ◽  
Life Long Learning ◽  
Chinese Language Learning ◽  
The World

In a mobile society where information and knowledge become accessible to anyone, anywhere, and anytime on the internet, online education has been transformed fundamentally. By the end of 2020, Mandarin Chinese was taught to over 20 million people in over 180 countries around the world. By critically reviewing 15 recent studies from 2013 to 2021 on mobile-assisted language learning (MALL) in teaching and learning Chinese as a second or foreign language (CSL/CFL), this chapter emphasizes the need for pedagogical diversity in goals, practices, and context. In the second theme of ‘connectivity', the new theory of online education connectivism is applied to evaluate the official Chinese language learning mobile app named ‘e-Learn Chinese'. In the final theme of ‘sustainability', it demonstrates an ecosystem of MALL through an ecological perspective based on a critical discussion of the mostly reviewed ten mobile language learning apps, which could innovate sustainable pedagogies in a life-long learning society.

Online Education in Metaverse

2014 ◽  
pp. 183-214
Keyword(s):  
Online Education ◽  
Virtual Worlds ◽  
Learning Process ◽  
Pedagogical Intervention ◽  
Learning Contexts ◽  
Innovation In Education ◽  
The World ◽  
Quality In Education ◽  
Learning Projects

In this chapter, the authors approach the perspective of Online Education in the Metaverse from the tensioning between what characterizes a novelty and what characterizes an innovation in education. They present and discuss the subtopic “Learning Contexts in Metaverse” to draw attention to those aspects that involve the learning process in the context of 3D digital virtual worlds. In the subtopic “Methodologies in Metaverse,” they present the methodologies: “Methodology of Learning Projects Based in Problems” and “Problematizing Methodology of Case Study.” In the context methodologies, the authors approach the “Pedagogical Intervention in Metaverse.” In the subtopic “Novelty or Innovation?” they bring examples of 3D digital virtual worlds that represent a novelty and/or innovation. In conclusion about the chapter, the authors believe that the development of online education in the metaverse can contribute to elevating the quality in education within the world educational scenario through more innovative pedagogical proposals.

Good Vibes Only

2021 ◽  
pp. 269-283
Author(s):  
Nil Goksel
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Teaching And Learning ◽  
Human Life ◽  
Educational Systems ◽  
Remote Education ◽  
Educational Crisis ◽  
The World ◽  
Positive Perspective

We live in a period when schools are involuntarily closed; human life gradually slowed down and came to a halt due to a pandemic, but distance education is already underway. While some higher education institutions have been struggling to meet distance education, the ones that have currently provided distance education in many parts of the world continued to maintain their existing educational systems in the time of the pandemic. In this connection, the central objective of this paper is to explore how online solutions and attempts have been defined under the term of “emergency remote education” since the first outbreak of the pandemic and how pandemic pedagogy during COVID-19 has contributed to emergency remote education and online education both in the world and specifically in Turkey. As there has been a gradual shift in higher education lately, this chapter is a response to educational crisis specifically for English teaching and learning at a distance from a positive perspective.

Teaching Nordic cinema: Perspectives and possibilities

2020 ◽  
Vol 10 (3) ◽  
pp. 243-257
Author(s):  
C. Claire Thomson
Keyword(s):  
Teaching And Learning ◽  
Online Resources ◽  
Learning Contexts ◽  
The World ◽  
University College ◽  
Anniversary Issue ◽  
University College London ◽  
The Subject ◽  
Nordic Cinema ◽  
Different Parts

For the tenth anniversary issue of Journal of Scandinavian Cinema (JSCA), C. Claire Thomson reflects on fifteen years of teaching Nordic cinema at University College London (UCL). The article outlines the teaching and learning contexts in which the subject is taught, and how teaching has been transformed by developments in scholarship in the field and online resources. The constraints and opportunities offered by the pivot to remote teaching during the 2020 pandemic are also considered. Three extracts from essays by students are offered as illustrations of how students from different disciplinary backgrounds and different parts of the world engage with Nordic cinema.

scholarly journals Distant Teaching and Learning for the Foreseeable Future: Georgian Universities’ Students and Professors Perspective

2020 ◽  
Vol 7 (2) ◽  
pp. 78
Author(s):  
Maia Akhvlediani ◽  
Sophio Moralishvili ◽  
Levan Kuprashvili
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
State Universities ◽  
Asynchronous Learning ◽  
Foreseeable Future ◽  
Present Stage ◽  
Case Scenario ◽  
The World ◽  
E Learning

Like the rest of the world, because of COVID-19 and the new reality, most professors and students suddenly have found themselves forced to use technology while teaching and learning. All of a sudden, every faculty member faced the challenge of delivering education online and accordingly every student receiving education online. On the other hand, it was an overwhelming time for the administration to achieve quality online education at scale. Nevertheless, most universities in Georgia immediately took the challenges of converting to asynchronous learning. The paper presents findings of the survey conducted at the present stage at Georgian private and state universities, comparing students' and professors' satisfaction with e-learning. Surprisingly, it appears that professors feel better motivated with online teaching rather than students. Almost every respondent agrees that what seems like the best-case scenario out of this crisis needs much stronger contribution and elaboration in the years ahead.

scholarly journals Impact of COVID-19 on Higher Education in Pakistan : An Exploratory Study

2021 ◽  
pp. 503-518
Author(s):  
Tehreem Qamar Qamar ◽  
Narmeen Zakaria Bawany
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sudden Change ◽  
Educational Institutions ◽  
The World

The outbreak of novel coronavirus infection (COVID-19), reported initially in December 2019 by China, has caused disruption all over the world.  To control the spreading of this virus all the countries around the world imposed strict lockdown leading to shutting down of all businesses, educational institutions, entertainment centers, etc. Higher Educational Institutions (HEI), across the world, switched to online mode of learning instantly to continue their degree programs. Following the trend, Higher Education Commission of Pakistan encouraged HEIs to begin online classes.  Although, online learning seemed to be the best possible solution during indefinite closure of institutes, but the sudden change in teaching and learning paradigm was not well accepted and unprecedented challenges emerged. This study aims at identifying the barriers specific to students and teachers in this abrupt shift. Moreover, it examines the satisfaction level of undergraduate students regarding online education practices during the COVID-19 epidemic. The study employed survey design and carried it out through two distinct questionnaires that are, for students and teachers which were distributed online via social media platforms. A total of 1280 students participated in students’ questionnaire while 112 teachers contributed to filling out teachers’ survey. Content Quality (CQ), Content Availability (CA), Teacher Interaction (TI), and Mode of Lecture Delivery (MLD) were considered as the predictor variables for student satisfaction. Regression and correlation analyses were performed to find out the contribution of the aforementioned variables. The survey results concluded that the lack of interaction among students and teachers is the major hurdle in online learning.  Regression results revealed that the overall model with all four predictors was significantly predictive of student satisfaction. The results further revealed that MLD is the strongest and most significant of all. We believe the findings of this study can provide beneficial insights in improving the paradigm shift with greater efficiency in this pandemic.

Digitalization and Transformation of Teaching and Learning in Bangladesh

2020 ◽  
pp. 56-77
Author(s):  
Md. Sayeed Al-Zaman
Keyword(s):  
21St Century ◽  
Education System ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Academic Culture ◽  
Digital Age ◽  
New Age ◽  
Academic Factors ◽  
The World ◽  
Contemporary Education

Education in the 21st Century is considered one of the basic needs in society, although millions of people are remaining out of the boundary of minimum literacy. In such circumstance, the digital age has come with a plethora of promises, in transforming the way people are living in the present, from earlier decades. Despite having inequalities in digital-initiated “equality,” developing education systems throughout the world are getting into touch with digital technology. Bangladesh, as a developing country with increased economic solvency, is enduring a metamorphosis in academic culture, more precisely in teaching and learning. The previous practice of pedagogues and learners are challenged by new age communication and the education system based on digital technology. This chapter investigates the essential characteristics of the transformation of teaching and learning in Bangladesh. It also examines the correlation with digital technology and academic factors in the contemporary education system and gives recommendations to overcome the crises still dwelling within the education framework.

Social Media and Professional Learning Networks

2020 ◽  
pp. 182-199
Keyword(s):  
Professional Development ◽  
Social Networks ◽  
Social Media ◽  
Professional Learning ◽  
International Society ◽  
Teaching And Learning ◽  
Digital Age ◽  
Learning Networks ◽  
The World ◽  
Social Media Platforms

This chapter examines social media as a form of professional development. It sheds light on social media platforms that support collaboration and reflection among educators. The International Society for Teachers in Education (ISTE) continues to stress the importance of teachers possessing skills and behaviors of digital age professionals. This is necessary as educators become co-learners with their students and colleagues around the world. Social networks, such as Twitter and Google+ communities, provide opportunities to move up the Substitution Augmentation Modification Redefinition Model developed by Dr. Ruben Puentedura, or offer a method of seeing how computer technology might impact teaching and learning, as well as professional learning for teachers.

scholarly journals Motivation by Stealth?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Kathleen Guillaume
Keyword(s):  
Teaching And Learning ◽  
Digital Age ◽  
World Englishes ◽  
Cultural Hegemony ◽  
Teaching English ◽  
Personal Lives ◽  
The World ◽  
Students First

Buried beneath the conversation or, if preferred, the simmering debate about if and how we should be teaching English - in some form, to some end – around the world, is the fact that many of our students are not the least bit interested in what we have to teach them. Should we care?At the heart of the problem, and of this paper, is motivation. Should we not look at our students first, rather than continue to hand down and implement policy from on high, from elsewhere? Should we try to imagine what our students’ future professional and personal lives will be like and how one of the current ‘World Englishes’ might be of use to them, one day? A great motivator is culture, in its broadest sense.This paper nods in passing to the theme of ‘interdisciplinarity,’ considered vital, as well as to that of ‘teaching and learning inthe digital age,’ the latter seen as a boonnot a bane. The author, nonetheless, feels piques of conscience about the stealth role of English in what is, gaily and glibly, called ‘globalized contexts’. What if our pedagogic success comes back and bites us? What if, when we succeed in motivating our students, we are actually playing a dangerous game of acculturation? Inside the lining of success in English, have we sewn cultural hegemony? This paper suggests possible equipoises and pragmatic safeguards.

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