A Review of the Coronavirus Impact on Higher Education Institutions and Opportunity of Information Technology Applications in Collaborative Work

This chapter describes the challenge to the higher education sector during the coronavirus pandemic. It also presents the lack of preparedness in crisis management and digital education responses of higher education teaching and learning practice. Given that higher education institutions and the student community faced distinct challenges, policy responses and their implications have valuable lessons to learn. The chapter highlights research gaps, including researching the impact on lesser-developed countries, the psychological impact of transition, and the essential role of management in handling the pandemic. It also highlights that the general objective should be to build more resilient higher education teaching and learning delivery systems that are responsive and adaptive to future crises. London's City University decided to move off-campus and into a digital work environment responding to the current pandemic. A case study in the application of an undergraduate software engineering team-based project teaching and learning practice follows.

Promoting educational innovations and change through networks between higher education teachers

Innovation in higher education teaching is essential to respond to global challenges and actively improve teaching (e.g. through new technologies), necessitating the implementation of educational reform programmes that fund educational innovations. Although currently deployed strategies frequently promote networks between innovators to diffuse educational innovations, little is known about the efficiency of these networks or whether they promote innovation diffusion. This study investigates a network comprising 88 higher education teachers who received funding for their educational innovations in a German university. We collected longitudinal data by asking higher education teachers from whom they adopted innovative teaching ideas and requesting self-reports on innovative teaching climate. Our findings show that the teachers’ social network had a smaller path length and more clustering than might be expected by chance. This observation might indicate that the examined educational innovation network exhibits a small-world property and allows efficient exchange of ideas among the teachers. In line with our hypotheses, the network’s initial tendency toward hierarchy and homophily decreased over time in response to strategies and network interventions. In summary, this study provides initial empirical support that educational reform programmes can create efficient educational innovation networks, facilitating innovation diffusion and promoting change in higher education teaching.

Métodos alternativos para o ensino da anatomia humana: revisão sistematizada

As metodologias alternativas para o ensino-aprendizagem têm se destacado no ensino da anatomia, pois, permite ao aluno um papel ativo no processo de aprendizagem o que é a procura do ensino por descoberta, buscando assim superar as limitações do ensino. Visando revisar sistematicamente na literatura os métodos didáticos mais utilizados na anatomia, foi realizada uma busca nas bases de dados PubMed. Foram incluídos artigos originais que trabalharam a anatomia humana no ensino superior presencial, desde que tratassem o processo ensino-aprendizagem utilizando modelos educacionais alternativos. Foram encontrados 180 artigos no cruzamento dos seguintes descritores: “human anatomy”, “higher education”, “teaching” e “educational models”; dos quais 26 deles foram selecionados. Os estudos analisados demostraram a falta de continuidade nas pesquisas sobre a utilização de métodos alternativos no ensino de anatomia, e que a maioria desses trabalhos publicados são de instituições internacionais. Dos métodos de ensino citados nos estudos, foram variados envolvendo em sua maioria, as metodologias ativas. Os métodos de ensino de dissecação cadavérica e impressões 3D se destacaram quando comparadas com outras alternativas de ensino. Diante disso, os estudos identificados sobre metodologias alternativas para o ensino da anatomia humana indicam a eficiência desses métodos por estimularem a satisfação do discente pela disciplina e pelo aprendizado significativo.

Contribuições da Pós-Graduação Latu Sensu em Docência do Ensino Superior para a Formação Docente do Bacharel em Ciências Contábeis / Contributions of the Latu Sensu Post-Graduate Course in Higher Education Teaching to the Teaching Formation of the Bachelor of Accounting Sciences

Resumo: Dentro do exercício da docência, é exigido do professor algumas qualificações, e, especificamente no ensino superior, é possível observar a valorização das qualificações acadêmicas, pesquisas e títulos, em detrimento das qualificações pedagógicas. Sabe-se que os cursos de bacharelado não capacitam os formandos para atuarem como docentes universitários, onde estes, caso queiram atuar como professores a nível superior, deverão buscar qualificações específicas. É nesse contexto que o presente artigo científico enseja analisar as principais contribuições para a formação pedagógica do professor de contabilidade através da especialização lato sensu em Docência do Ensino Superior. Para isso, fez-se necessário abordar primeiramente acerca do ensino superior da contabilidade no Brasil, apresentando as principais áreas de atuação do bacharel em contabilidade e por fim, explanar sobre as contribuições da pós-graduação para a formação docente. Sendo assim, a metodologia utilizada pautou-se de uma pesquisa bibliográfica, onde foram utilizados livros de autores renomados sobre a temática abordada, a legislação própria e materiais disponibilizados em meios eletrônicos. Foi possível compreender que os docentes possuem uma visão positiva acerca da especialização em Docência do Ensino Superior devido aos pontos positivos proporcionados por essa formação. As principais contribuições trazidas estão relacionadas ao conhecimento pedagógico, interpessoal e relacional. Diante disso, ensinar de fato, é uma arte, e precisa continuamente ser aperfeiçoada a através de uma postura crítica e reflexiva da práxis, pois a reflexão é uma valiosa ferramenta que contribui para o auto desenvolvimento e transformação.

The Implementation of Gamification System in Asian Higher Education Teaching

Low level of in-class participation can be a problem for lecturers when they teach Asian students. One of the reason is the characteristics of the Asian students, which are quiet and passive. Active learning is needed to solve this problem. Gamification is one of the things that can improve active learning. This study aims to understand how to design gamification system for higher education teaching, the factors contributed to the gamification system in higher education, and the impacts of the gamification system for students with the case study of Bina Nusantara University in Indonesia. The finding shows that there are several things to consider in designing gamification system. Factors in the system, the lecturers, the course, and the students also take important parts in the implementation. When it is done correctly, there will be a lot of positive impacts for the students and the teaching.

Agile Change to Digital Teaching during and after Corona Pandemic for Flipped Classroom Courses

The Corona Pandemic has a major impact on teaching at universities. Various stakeholders have to face new challenges when face-to-face courses are no longer feasible. The management of higher education institutions, teachers and their teams as well as the IT and didactics support are called upon to develop digital teaching and learning formats at short notice. This article aims to identify specific tasks and responsibilities with the help of two literature analyses and to transfer the results into a holistic overview of agile change for Flipped Classroom courses. This overview is based on a Change Management (CM) process to which tasks of agile development and change are assigned. It thus combines both short-term development under time pressure from an agile perspective as well as long-term necessary steps of CM. The necessity and usefulness of such an overview was determined before its creation. For this purpose, a short quantitative survey was conducted with 65 people, who have already passed through the entire CM-process of digital change in higher education teaching and are therefore regarded as experts. The usefulness and necessity of the overview were confirmed. The concluding recommendations for action address the possible use of the overview, the implementation of individual tasks and the joint action of the stakeholders during and also after the Corona Pandemic, which should support the change to digital higher education teaching.