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.

COMPARING FACE-TO-FACE AND ONLINE TEACHING AND LEARNING IN HIGHER EDUCATION

2021 ◽  
pp. 165-179
Author(s):  
Patricia Ananga ◽  
Isaac Kofi Biney
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Focal Point ◽  
Higher Education Institutions ◽  
Policy Decision ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Effective Delivery ◽  
The Face

A comparison of face-to-face and online teaching and learning has been undertaken to ascertain the focal point that would justify the best-preferred option as far as teaching and learning in DE is concerned. This study is particularly important because as higher education institutions are faced with the challenge of huge number of prospective students seeking higher education in the midst of inadequate infrastructures, it becomes very necessary to look at DE as an option with a combination of different modes of delivering instruction. At the University of Education, Winneba (UEW), some faculties and departments, especially the distance education department, have adopted the face-to-face and online modes of delivering instruction. The pursuit of which would require a critical overview of the two modes to ascertain the strengths, weaknesses and how the two can complement each other for effective delivery of instruction to cater to a large number of students. The review suggested that academics or lecturers should endeavour to adopt the blended or hybrid mode in their teaching and learning. Policy decision makers can also use this study as it provides information on better practices as far as the blended mode of teaching and learning in higher education institutions is concerned.

scholarly journals Quarantined, Sequestered, Closed: Theorising Academic Bodies Under Covid-19 Lockdown

2020 ◽  
Vol 2 (3) ◽  
pp. 791-811
Author(s):  
Lesley Gourlay
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Black Death ◽  
Spatial Practices ◽  
Online Teaching And Learning ◽  
Working Practices ◽  
The University ◽  
Uk Higher Education

Abstract The term ‘quarantine’ is derived from the Italian quarantena, from quaranta, referring to the forty days of isolation traditionally imposed during the era of the Black Death in Europe. This paper examines this and related contemporary terms, in order to consider the complex and contradictory nature of enforced sites of isolation, with reference to the historical literature. The centrality of spatial practices in the current pandemic is emphasised, with a focus on the normally unobserved, micro practices of individuals under ‘lockdown’. The paper reports on an interview study conducted at a large UK Higher Education institution during the Covid-19 ‘lockdown’, and analyses the accounts of six academics, focusing particularly on their embodied and sociomaterial practices, with reference to the etymological analysis. The paper considers the extent to which their reported experiences reflect the various meanings of the term sequestrato, going on to propose that their working practices, particularly focused on screens and video calls, are characterised by a need to ‘perform the university’. I speculate on how the ontological nature of the university itself has been fundamentally altered by the closure of the campus and lockdown, proposing that the site of the university is now radically dispersed across these sequestered bodies. I conclude by calling into the question the accuracy of the term ‘online teaching and learning’, instead suggesting that in a fundamental sense, none of these practices is in fact ‘online’ or digital.

Inequities Revealed

2021 ◽  
pp. 1-17
Author(s):  
Rachel Potter
Keyword(s):  
Higher Education ◽  
North America ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Virus Transmission ◽  
Instructional Delivery ◽  
Diverse Group ◽  
Direct Impact ◽  
Online Teaching And Learning

With the onset of the pandemic associated with COVID-19 taking hold in North America in spring of 2020, higher education institutions responded swiftly to reduce virus transmission by shifting in-seat courses to virtual-only instruction. Many faculty and students had already been engaged in online teaching and learning from the semester's onset. Still, these students were not exempt from facing challenges and inequities directly related to, or coinciding with, the change in instructional delivery. This chapter serves to share the stories of a diverse group of four faculty and four students who were already engaged in online learning at the time of this mid-semester shift and identify key barriers experienced. The most common themes include parenting and childcare responsibilities, supporting colleagues and other learners, difficulty maintaining work and study routines, and the direct impact of illness.

scholarly journals Zooming?! - Higher Education Faculty Perspectives

10.28945/4791 ◽  
2021 ◽  
Vol 18 ◽  
pp. 121-140
Author(s):  
Moshe Leiba ◽  
Ruti Gafni
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Faculty Perspectives ◽  
Education Faculty ◽  
Online Teaching And Learning ◽  
The Impact

Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies.

scholarly journals Teaching and learning during COVID 19: Perspectives of undergraduate Oral Health students.

2021 ◽  
Vol 9 (5) ◽  
Author(s):  
Manorika Ratnaweera ◽  
Rohini Khareedi
Keyword(s):  
Higher Education ◽  
Oral Health ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
The World ◽  
Better Than

Introduction: COVID -19 has caused disruptions in higher education across the world. Our university adapted a blended model of learning, moving between traditional campus-based sessions and online sessions. Material and Methods: The purpose of this study was to investigate the students’ perceptions of their experience of teaching and learning during the pandemic. An anonymous electronic questionnaire-based survey was sent to students. The data was subject to analysis. Results: 67 students responded to the survey.32.8% of the participants felt face to face sessions were better than online sessions and 37.3% said that face to face and online sessions offer similar benefits. 37.3% preferred live online sessions while 46.3% preferred recorded videos. 40.3% of students reported finding transitioning into practical sessions challenging. 65.7% reported having been moderately impacted by COVID-19. Adaptation to online sessions, the level of engagement, the ability to seek clarifications, preparation for assessments and the ease of transition into practical sessions were all positively correlated to the level of impact by COVID-19 with p<0.05. Conclusion: The adaptability to and acceptability of online teaching and learning sessions has been high. A significant number of participants have reported finding the transitioning into practical sessions challenging. Keywords: COVID-19, Online learning and teaching, blended learning, higher education

Introduction to Open Source Products

2009 ◽  
pp. 1-27
Author(s):  
Chao Lee
Keyword(s):  
Higher Education ◽  
Open Source ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
The Internet ◽  
Main Stream ◽  
Online Teaching And Learning ◽  
Web Based

Web-based teaching has become one of the main stream teaching and learning methods in most of the higher education institutions. To support teaching and learning activities over the Internet, Web-based teaching has been implemented with various technologies. Among the various solutions, using the open source technology to construct a platform for supporting online teaching and learning has attracted a great deal of attention. To better understand the open source technology and how it can be used to support online teaching and learning, we will first take an overview of the open source technology in this chapter. We will investigate the roles played by the open source technology. We will also examine the strengths and weaknesses of the open source technology in general. At the end of this chapter, a framework of the book will be presented to give an overall picture of the discussion in the book.

scholarly journals Interrogating Factors Affecting the Choice and Utilisation of Online Learning Technologies for A Higher Education Institution

2021 ◽  
Vol 8 (9) ◽  
pp. 278-288
Author(s):  
Cosmas Maphosa ◽  
Talent Rugube ◽  
Khetsiwe Eunice Mthethwa-Kunene ◽  
Patience Dlamini
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Technologies ◽  
Sub Saharan Africa ◽  
Online Teaching And Learning ◽  
Factors Affecting

ABSTRACT  This desktop review paper advances the view that the utilisation of technology for online teaching and learning needs to be based on sound considerations. Online learning technologies are defined and the purpose of utilising such technologies is explored. Among the different considerations in online technology utilisation is the need to consider how the technologies assist in solving pedagogical challenges for teaching and learning. The context in which the learners and the course instructors find themselves using the technologies may promote or negate the effective use of the technology. Technology may be costly to procure and maintain, and this factor should be considered before the technology is procured for use in an institution of higher education. In many contexts, especially in sub-Saharan Africa, the digital divide is real in terms of access to technologies and the skills in technology use. The use of technology may perpetuate social differences as learners from disadvantaged backgrounds end up being left out of the learning process. Organisational and infrastructural issues are other important factors to consider in technology utilisation. The paper concludes that technology utilisation for online teaching and learning should be deliberately planned to consider numerous factors and address avoidable challenges in the implementation of online learning.

scholarly journals Zooming?! - Higher Education Faculty Perspectives

10.28945/4768 ◽  
2021 ◽  
Author(s):  
Moshe Leiba ◽  
Ruti Gafni
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Distance Teaching ◽  
Faculty Perspectives ◽  
Education Faculty ◽  
Online Teaching And Learning ◽  
The Impact

Aim/Purpose: The COVID-19 pandemic demanded an immediate and massive adaptation of higher education to distance learning. Teachers had to transform from face-to-face to distance teaching, with insufficient pedagogical and technological knowledge and resources. This study aims to capture higher education faculty experiences in the very early stages of the crisis-prompted transition into synchronous distance education in order to obtain a broader view on the faculty’s perspectives (benefits, challenges and insights) on distance teaching through synchronous online environments. Background: Although online teaching and learning have been part of higher education teaching for more than two decades, many instructors found themselves teaching remotely for the first time and facing new and unpredicted challenges. Methodology: This study explored and analyzed an e-mail thread discourse between teachers in a higher education institute, two months after “going online” due to the COVID-19 pandemic. A singular case study was conducted, and a retrospective and snapshot case study approach was used. Data analysis was an iterative exploratory process of going back and forth the empirical material, resulting in the construction of categories, then themes, and finally a conceptual framework was developed. Contribution: The findings contribute the knowledge domain of implementation of immediate and massive online teaching and learning from the faculty perspective. Findings: Two main focal points, students and teachers, were encountered. Three main recurring themes were identified associated with both students and teachers: Convenience, Ethical Issues, and Insights for the future. Two themes were identified associated with faculty: Pedagogy and Tools, and Resources. In addition, two themes were identified for students: Attendance and Responses. Each of the themes was decomposed into several aspects. Recommendations for Practitioners: Higher education institutions and stakeholders should build a campus wide e-learning agenda including appropriate infrastructure and professional development for the future. Recommendations for Researchers: The study presented a conceptual model based on qualitative case study methodology. The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. Impact on Society: Understanding the benefits and challenges of distance learning from the faculty perspectives in order to implement better distance learning strategies. Future Research: The impact and influence of each of the components of the model should be further researched and measured using quantitative methodologies. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 16, 121-140. Click DOWNLOAD PDF to download the published paper. ***

scholarly journals From policy to practice: One university's experience of implementing strategic change through wholly online teaching and learning

2007 ◽  
Vol 23 (1) ◽  
Author(s):  
Dale Holt ◽  
Di Challis
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Change ◽  
Organisational Learning ◽  
Online Teaching And Learning ◽  
Learning And Teaching

<span>One institution's attempts to implement an ambitious wholly online learning policy is examined in the Australian higher education setting. The conditions that led to a diversity of models of wholly online unit development are considered, along with teachers' design intents in establishing their online teaching and learning environments. The emphasis of the analysis is on those wholly online units created or redeveloped from existing offerings which held out the greatest possibilities for what we have categorised as 'transformatory' learning and teaching as related to the development of highly valued lifelong learning capacities in students. Organisational learning from the offering of the first major suite of wholly online units is outlined and impacts on policy reformulation described. The case study concludes with a consideration of more general lessons learnt from policy driven initiatives directed at transforming teaching and learning in higher education.</span>

scholarly journals A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic

2022 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Gladys Khoza Nomfundo
Keyword(s):  
Higher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Online Teaching And Learning ◽  
Pedagogical Content ◽  
Effective Pedagogy

This paper reviews the literature on the effective pedagogy for online teaching and learning at Higher Education Institutions throughout the world during the COVID-19 pandemic. The global higher education system has been severely hampered by the COVID-19 pandemic. The sudden and enormous desire for previously face-to-face academic disciplines to be delivered online has posed a unique challenge. Online teaching and learning necessitate a certain level of technological pedagogical content knowledge for effective pedagogic strategies, which are primarily concerned with planning and arranging for better learning opportunities and creating distinct learning environments through the use of digital technology. The effectiveness of lesson delivery with technology integration is characterized as technological pedagogical content knowledge. It is a significant application in all aspects of learning that are necessary for the teaching and learning process. Consequently, this theoretical paper proposes a conceptual model for comprehending the link between effective pedagogy and technological pedagogical content knowledge, both of which result in students' academic performance in an online teaching and learning context. This theoretical paper recommends that Higher Education Institutions have fundamental technological infrastructure and equip educators and students with advanced technologies applicable to online teaching and learning platforms, which is consistent with an Online Collaborative Learning theory. Educators must also be able to effectively use digital technology systems to deliver online lessons. According to this model, Higher Education Institutions will benefit through providing students with essential technical skills that today's employers require and ensuring that universities around the world remain competitive.

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