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

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.

Effective Pedagogy in Primary Education: A Review of Current Literatures

The implementation of effective pedagogy in instructional strategies is an interesting discussion among educationists due to the rapidly transformation in educational context. The aims of this study is to identify the current literature related to effective pedagogy in primary education and highlights its categories in teaching learning situation. The method used in this study is literature approach by reviewing 15 current journal articles in five years, from 2017 to May 2021. The study shows that several characteristics of effective pedagogy still attract the researchers to discuss in their papers during the current five years. The fundamental characteristics of effective pedagogy frequently highlighted in primary education are: classroom management, teachers` competences, instructional strategies, valuable learning, and students` achievement. The conclusion of this study, several current literatures highlight that the effective pedagogy is the general view of teachers to specify their action to carry out the new strategies, approaches, and methods to fostering primary school pupils.

Conflictual sociability? A paradoxical approach to politicized street theatre

In Agonistics (2013), Chantal Mouffe highlights sociability and notes its potential for artists in devising agonistic counter-hegemonic performances. However, sociability as an isolated factor is unlikely to produce politicized dissent. Instead, therefore, a politicized form of conflictual sociability is created by applying Mouffe’s notion of a ‘conflictual consensus’ (an agreement between opponents to disagree) to art practice. By applying paradoxical thinking to the performance of dissent in the public realm, the article argues for sociability in service of politicized critique. The potential of conflictual sociability is examined through guerrilla street theatre performances, an artform with the capacity to generate unauthorized and participatory incursions into the urban public realm. Firstly, via autoethnographic reflections upon a practice-based research project, The Wizard of Oz (2015) performed in London, United Kingdom; and secondly, in analysis of Dread Scott’s Money to Burn (2010) performance in Wall Street, New York, United States. Conflictual sociability offers a novel methods-led process of engaging agonistically with passers-by (publics) and transforming them into activated participants. Because it is engaging, conflictual sociability creates spaces of public dialogue that antagonistic conflict potentially shuts down. This reveals an effective pedagogy for facilitating agonistic politicized dissent through performative practices in the public realm.

A STUDY ON ACCEPTABILITY OF E-LEARNING IN INDIAN EDUCATIONAL INSTITUTIONS

Though e-learning is broadly accepted across the education spectrum as an effective teaching-learning medium, its acceptance is found very wanting. This paper looks at the basic process of innovation that can induce teaching faculty in India to take up e-learning and to understand how innovative teaching-learning processes like e-learning can be applied to education. It goes on further to identify and understand some of the broadly accepted reasons for the low acceptability and usage with the help of an online survey. The survey was used to study what motivates the student and teacher to take e-learning as an effective pedagogy and to answer some of the pertinent problems relating to its low acceptability. The analysis of the survey results is given. A new “stakeholder involvement and feedback based” theoretical model is proposed explaining how to implement e-learning effectively in educational institutions in India. Some possible suggestions like effective problem-solving tools like Total Quality Management (TQM) to help overcome the drawbacks in the system are also proposed.

Supports to Improve Academic Outcomes With Racially and Ethnically Minoritized Youth: A Review of Research

For decades, racially and ethnically minoritized youth have been subject to unequal distributions of access and opportunity in school, leading to inequities in academic outcomes. Educators require knowledge and skills to provide relevant instruction and create a more supportive, effective classroom environment. This systematic review includes 24 qualitative and quantitative studies in which researchers investigated a culturally responsive classroom intervention or practice to promote academic outcomes for racially and ethnically minoritized youth. Within these studies, authors described several approaches to promote academic success: (a) developing authentic partnerships with families, (b) using effective pedagogy with students’ culture infused, and (c) accessing rigorous professional development. In addition, studies were assessed for methodological quality, and qualitative works met design standards more often than the quantitative studies reviewed. Implications include the need for additional research to inform comprehensive support for educators to design effective instructional environments for all students, especially those who have historically encountered systemic barriers in school.

Dyscalculia in Learning Mathematics: Underpinning Concerns for Delivering Contents

Dyscalculia is a term that affects the ability to acquire arithmetical skills. It is one of the important areas of a specific learning disorder in mathematics covering the areas particularly, number sense, memorization of arithmetic facts, accurate and fluent calculation, and accurate math reasoning. It is estimated that about 3-6 percent of the population is facing problems associated with dyscalculia. This paper explores the theoretical consideration of dyscalculia in learning mathematics and outlines the ways of employing effective pedagogy to address dyscalculic students. The study is based on theoretical and descriptive methods. It focuses on the theoretical concern about learning mathematics, dyscalculia, its meaning and concept, types, causes, common difficult areas and impacts on mathematics learning. It also draws out the way of effectively delivering content and provides support for the dyscalculic learner. This article concludes that dyscalculic learners are facing various difficulties due to their weak number sense, low basic mathematics fluency, reasoning and accurate arithmetic calculation. Thus it is essential to provide specialized instruction as well as extra support to uplifts and retain the skills and performance of the dyscalculic learner in mathematics. Otherwise, the arithmetic inability can lead the learner to more difficult circumstances that may be beyond the classroom learning context.

Consumer and academic culture convergence:

The increasing commercialization of higher education is challenging the fundamental role of the University in today's democratic society and the consequences are grave. Increasingly, higher education is applying a customer-service approach to the student-professor relationship that is undermining effective pedagogy. Edwin Guthrie (1954) notes that the function of the University is to attempt to insure that the following generation will be more good, wise, and knowing than the present one" (p.l). Student evaluations of teaching effectiveness are often used to ensure that the function is fulfilled. Student rating websites such as Ratemyprofessr.com (RMP) offers an online community forum that exists outside the institution, where students can anonymously share evaluations of instructors with others. Students can choose instructors and courses based on the ratings. However they are selecting their professors relative to criteria that fulfills a pedagogy that is fuelled not by the drive for an enriched knowledge but by a pedagogy that is influenced by a consumer and academic culture convergence. These consumer attitudes towards higher education are spilling over into the institution and faculty members are suffering the impact. Professors need to have the freedom to motivate students to learn without having to be concerned with entertaining them. It has been argued that Universities need to re-instate their legitimacy and remind students that degrees are granted on a learning basis, not for tuition payment (Delucchi & Korgen 2002). Without a re-establishment of an academic ethic, the University could fall prisoner to the pedagogically irresponsible demands of their customers.

Consumer and academic culture convergence:

The increasing commercialization of higher education is challenging the fundamental role of the University in today's democratic society and the consequences are grave. Increasingly, higher education is applying a customer-service approach to the student-professor relationship that is undermining effective pedagogy. Edwin Guthrie (1954) notes that the function of the University is to attempt to insure that the following generation will be more good, wise, and knowing than the present one" (p.l). Student evaluations of teaching effectiveness are often used to ensure that the function is fulfilled. Student rating websites such as Ratemyprofessr.com (RMP) offers an online community forum that exists outside the institution, where students can anonymously share evaluations of instructors with others. Students can choose instructors and courses based on the ratings. However they are selecting their professors relative to criteria that fulfills a pedagogy that is fuelled not by the drive for an enriched knowledge but by a pedagogy that is influenced by a consumer and academic culture convergence. These consumer attitudes towards higher education are spilling over into the institution and faculty members are suffering the impact. Professors need to have the freedom to motivate students to learn without having to be concerned with entertaining them. It has been argued that Universities need to re-instate their legitimacy and remind students that degrees are granted on a learning basis, not for tuition payment (Delucchi & Korgen 2002). Without a re-establishment of an academic ethic, the University could fall prisoner to the pedagogically irresponsible demands of their customers.

Flexible or Rigid? Exploring Preservice Teachers’ Classroom Preferences

Understanding preservice teachers’ (PSTs) classroom preferences offers the potential to inform school hiring and reduce early career turnover. This large-scale qualitative study ( n = 2,798) explores rich PST responses to the open-ended survey item: “Describe a classroom setting in which you would enjoy teaching.” Results indicate three categories of characteristics (classroom setting, pedagogical strategies, and student characteristics) and from those categories, two contrasting profiles. Flexible PSTs focus more on implementing their perception of effective pedagogy in any context. Rigid PSTs believe certain school, classroom, or student characteristics would facilitate their success. Categories meaningfully varied by certification level but not by gender or ethnicity. Findings advise teacher education to prepare PSTs toward effective pedagogy and district screening characteristics for improved hiring.