scholarly journals Redesigning Teacher Education in the Wake of Covid-19 and Future Emergencies: A Case of Zimbabwe

2021 ◽  
Vol 5 (1) ◽  
pp. 70-95
Author(s):  
Pfuurai Chimbunde
Keyword(s):  
Higher Education ◽  
Appreciative Inquiry ◽  
Online Teaching ◽  
Study Data ◽  
Face To Face ◽  
Interpretive Case Study ◽  
Online Platforms ◽  
University Lecturers ◽  
Educational Delivery

Globally, the need to mitigate the spread of Covid-19 had rendered the traditional face-to-face educational delivery systems of Higher Education (HE) irrelevant. In light of that, institutions of HE had abruptly introduced online teaching platforms as an alternative, though without auditing the lecturers’ capacities and skills. Informed by the Appreciative Inquiry Model (AIM), this interpretive case study used virtual meetings and WhatsApp discussions to explore the professional limitations of Zimbabwe university lecturers on using the online platforms and their reactions to Teachers Education Programmes in the wake of Covid-19 and future emergencies. 12 lecturers drawn from three purposively selected Zimbabwean universities participated in the case study. Data were generated from questions developed in a way that encouraged the appearance of the Appreciative Inquiry Model stages. Findings suggest that some lecturers in Zimbabwe and possibly in other developing countries are inadequately trained to use online platforms. Institutions of Higher Education are therefore suggested to regularly audit their lecturers’ skills and professionally capacitate them for re-tooling and aligning in order for the skills to match the dictates of future emergencies.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

scholarly journals Teaching and Assessment through Online Platforms during the COVID-19 Pandemic: Benefits and Challenges

2021 ◽  
Vol 8 (4) ◽  
pp. 408-415
Author(s):  
Adebunmi Yetunde Aina ◽  
Ayodele Abosede Ogegbo
Keyword(s):  
Online Teaching ◽  
Assessment Practices ◽  
Structured Interviews ◽  
Gauteng Province ◽  
Preparation Time ◽  
Case Methods ◽  
Face To Face ◽  
Online Platforms ◽  
Assessment Strategies ◽  
Base Data

The outbreak of the COVID-19 pandemic has compelled education systems across the globe to fully embrace online learning as an alternative to face-to-face classes. This has resulted in a paradigm shift, in which online teaching and assessment practices continue to gain prominence at the tertiary level. Hence, this study explores lecturers' teaching and assessment strategies for teaching university students through online platforms during the COVID-19 pandemic. This study has used a framework of SWOT (strength, weakness, opportunities, and threats) analysis as its theoretical base. Data was collected through semi-structured interviews with five lecturers from three universities in Gauteng Province, South Africa. The collected data was analysed using content analysis. This study found that lecturers were able to manage the teaching and assessment processes during the COVID-19 school restrictions, using a combination of platforms such as Blackboard-collaborate, WhatsApp, Kahoot, and Google Classroom. The findings also revealed that a wide variety of teaching and assessment methodologies, including small group work, collaborative learning, case methods, discussion posts, multiple choice quizzes, chats, game activities, open-ended questions, and essays were utilized on these platforms. Although the methodologies used for teaching and assessing on these platforms require additional preparation time, they also help increase interaction between students and enable immediate grading of scripts and student feedback. Further findings revealed that online assessment is highly susceptible to test/examination malpractices. This study provided recommendations helpful to policymakers, lecturers, and students regarding online teaching and assessment strategies.

scholarly journals Exploratory Study on Alignment Between IT and Business Strategies

2012 ◽  
Vol 14 (2) ◽  
pp. 139 ◽  
Author(s):  
Wahyuni Reksoatmodjo ◽  
Jogiyanto Hartono ◽  
Achmad Djunaedi ◽  
Hargo Utomo
Keyword(s):  
Study Data ◽  
Business Strategies ◽  
Policy Framework ◽  
Dominant Factor ◽  
Primary Concern ◽  
It Infrastructure ◽  
Interpretive Case Study ◽  
Textual Data ◽  
Case Study Data

Interaction and linkages between business and information technology (IT) strategies remain a primary concern among executives. This study aims to gain an in depth understanding of how companies achieve alignment and the policy framework that underlies the efforts, particularly those that are associated with the most dominant factor that contributes to the establishment of strategic alignment, namely IT infrastructure flexibility. For that purpose, the study explored four companies engaged in the field of oil, electricity, and communication by adopting interpretive case study. Data were gathered using triangulation methods via field interviews, artifacts, document analysis, as well as direct observation. The textual data were elaborated by an intentional analysis in order to guide the study in exploring the phenomenon. The study identified elements that reflect IT infrastructure flexibilities namely connectivity, compatibility, modularity, IT staff knowledge and skills, and integration. Those elements cover both technical and behavioral dimensions of a company’s components that need to be included in the consideration during the planning phase

Through the Eyes of Students and Faculty

2016 ◽  
pp. 557-584
Author(s):  
Maysaa Barakat ◽  
Debra N. Weiss-Randall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Leadership ◽  
Learning Environments ◽  
Social Exclusion ◽  
Research University ◽  
Attrition Rates ◽  
Face To Face

Online enrollments have been growing substantially faster than overall higher education enrollments. It is argued that online learning can help address issues of educational inequity, poverty, and social exclusion. The momentum is moving towards online learning, and universities are pressured to develop more online options for their students in order to stay relevant and provide needed flexibility. On average, courses that are delivered online have higher attrition rates than regular face-to-face courses. There are numerous challenges and difficulties in developing online learning environments without sacrificing the quality of learning. This case study examines the development, delivery, and evaluation of online learning through the eyes of students and faculty of an educational leadership department in a Southeast research university.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals Preparing sports graduates for employment: satisfying employers expectations

2017 ◽  
Vol 7 (4) ◽  
pp. 354-368 ◽  
Author(s):  
Track Dinning
Keyword(s):  
Case Studies ◽  
Design Methodology ◽  
Case Study Approach ◽  
Content Type ◽  
Face To Face ◽  
Study Approach ◽  
Interpretive Case Study ◽  
Thematic Review ◽  
Industry Professionals

Purpose The purpose of this paper is to explore from an employer’s perspective the skills, attributes and capabilities required of a sports graduate, whilst also discovering how a student is expected to demonstrate these skills in the context of a sports organisation. Design/methodology/approach This study adopted a qualitative interpretive case study approach through the use of face-to-face interviews with six employers from sports organisations involved in the delivery of sport. Interviews lasted between 30 and 42 minutes and were recorded. This was followed by a thematic review to allow for common themes to be selected and represented. The results were then reviewed and evaluated by a further 15 industry professionals and sports educators. Findings The results suggest employers seek skills that are characteristically enterprise/entrepreneurship skills, together with an articulation of a “sports graduate” mindset. This mindset is described by the employers as being something which is demonstrated through a combination of behaviours and attributes. The paper concluded that in the classroom, the use of case studies and challenges, where students have to respond to and solve problems by the very nature of the activity, is optimal. Originality/value The originality of this paper lies in both the context of study and the integration of enterprise and entrepreneurship skills that are needed for the changing world of work in sport. The value of the papers is in both the employer’s description of the graduate mindset and also examples of how the skills can be applied in the context of sport.

scholarly journals التعليم العالي تجديد في التعليم العالي: نشر الديمقراطية اللغوية في تدريس اللغة

لارك ◽  
2019 ◽  
Vol 1 (36) ◽  
pp. 257-249
Author(s):  
د. إيمان علي الراشد
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Language Teaching ◽  
Study Data ◽  
English Language Teaching ◽  
University Lecturers ◽  
The Impact ◽  
Case Study Data

ABSTRACT The present study is a focus on the importance of linguistic democracy in English Language Teaching (ELT). The paper discusses the need for utilizing democracy in the educational practices in language teaching. The study is a qualitative case study. Data were collected using interviews, classrooms observations and fieldnotes. The present study examines the conceptions of three participants, university lecturers who were chosen from three faculties, on the role of democracy in language teaching. Additionally, the paper presents the impact of the lecturers' conceptions on their practices in classrooms. In accordance with the obtained data, it was observed that there is a limited knowledge on understanding the role of democracy in language teaching. This was clearly manifested in the classroom practices.

scholarly journals Process evaluation of appreciative inquiry to translate pain management evidence into pediatric nursing practice

2021 ◽  
Author(s):  
Tricia Kavanagh ◽  
Bonniue Stevens ◽  
Kate Seers ◽  
Souraya Sidani ◽  
Judy Watt-Watson
Keyword(s):  
Pain Management ◽  
Appreciative Inquiry ◽  
Action Plan ◽  
Implementation Process ◽  
Study Data ◽  
Pediatric Care ◽  
Clinical Issue ◽  
Staff Members

Background Appreciative inquiry (AI) is an innovative knowledge translation (KT) intervention that is compatible with the Promoting Action on Research in Health Services (PARiHS) framework. This study explored the innovative use of AI as a theoretically based KT intervention applied to a clinical issue in an inpatient pediatric care setting. The implementation of AI was explored in terms of its acceptability, fidelity, and feasibility as a KT intervention in pain management. Methods A mixed-methods case study design was used. The case was a surgical unit in a pediatric academic-affiliated hospital. The sample consisted of nurses in leadership positions and staff nurses interested in the study. Data on the AI intervention implementation were collected by digitally recording the AI sessions, maintaining logs, and conducting individual semistructured interviews. Data were analysed using qualitative and quantitative content analyses and descriptive statistics. Findings were triangulated in the discussion. Results Three nurse leaders and nine staff members participated in the study. Participants were generally satisfied with the intervention, which consisted of four 3-hour, interactive AI sessions delivered over two weeks to promote change based on positive examples of pain management in the unit and staff implementation of an action plan. The AI sessions were delivered with high fidelity and 11 of 12 participants attended all four sessions, where they developed an action plan to enhance evidence-based pain assessment documentation. Participants labeled AI a 'refreshing approach to change' because it was positive, democratic, and built on existing practices. Several barriers affected their implementation of the action plan, including a context of change overload, logistics, busyness, and a lack of organised follow-up. Conclusions Results of this case study supported the acceptability, fidelity, and feasibility of AI as a KT intervention in pain management. The AI intervention requires minor refinements (e.g., incorporating continued follow-up meetings) to enhance its clinical utility and sustainability. The implementation process and effectiveness of the modified AI intervention require evaluation in a larger multisite study.

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