Online Teaching and Learning in Higher Education during COVID-19: International Perspectives and Experiences (Routledge Studies in Global Student Mobility)

This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in higher education. Focusing on student and faculty experiences of online and distance education, the text provides reflections on novel initiatives, unexpected challenges, and lessons learned. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to asking what lessons COVID-19 can offer for the future development of online and distance learning in higher education. This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more, specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly. Contents 10 List of Figures 13 List of Tables 14 About the Editors 15 Foreword • Gerardo L. Blanco 17 Acknowledgments 19 Part I: Innovative Forms of Online Teaching, Learning, and Assessment during COVID-19 22 1 Is Online and Distance Learning the Future in Global Higher Education? The Faculty Perspectives during COVID-19 • Roy Y. Chan, Krishna Bista, and Ryan M. Allen 24 2 Designing Authentic Online Courses Intra- and Post-Pandemic • Michelle Rippy and Monica Munoz 34 3 Pandemic Pedagogy: Disparity in University Remote Teaching Effectiveness • Linda Dam 49 4 Learning Management Systems and Synchronous Communication Tools: Enablers of Online Education during COVID-19 • Darren Turnbull, Ritesh Chugh, and Jo Luck 60 5 Online Teaching and Learning during COVID-19: Flexible Harmonies in Higher Education • Dawn Joseph, Rohan Nethsinghe, and Alberto Cabedo-Mas 71 6 The Effectiveness of Authentic Assessments during COVID-19: A Case of RMIT University in Vietnam • Huy Pham, Binh Nguyen Thanh, Thai Vu Hong Nguyen, and Jain Upasana 90 Part II: Impacts of Distance Education on Students, Social Inclusion, and Access during COVID-19 100 7 Life in 280 Characters: Social Media, Belonging, and Community during the COVID-19 Pandemic • Jack Reed and Catherine Dunn 102 8 “The Course Is No Longer Great”: The Need for Socially Meaningful Online Instruction for International Students • Vander Tavares 114 9 Expanding Equitable Access or Exacerbating Existing Barriers? Reexamining Online Learning for Vulnerable Student Populations • Romana Manzoor and Wayne Bart 128 10 Using Information Communication Technologies for Interactive Open and Distance Learning Experiences in the Era of COVID-19 • Mmabaledi Seeletso 141 11 Suddenly Online: How Russian Students Switched to Distance Learning during the COVID-19 Pandemic • Ivan Gruzdev, Evgeniia Shmeleva, Raman Kalinin, and Kseniia Vilkova 155 Part III: COVID-19 as a Catalyst of Change – Lessons for the Longer Term 172 12 Could COVID-19 be a Catalyst for Disruption in Higher Education? • Raffaella Borasi, Richard DeMartino, Nathan Harris and Dave Miller 174 13 Global Higher Education and COVID-19: A Virtual Autoethnography of a Faculty • Anatoly Oleksiyenko 188 14 Sustaining Liberal Education by Online Learning inthe Era of Global Crises: The Case of Community Colleges in COVID-19 Hong Kong • Hei-hang Hayes Tang, Beatrice Y. Y. Dang, Rosalind Latiner Raby, and Joanna W. Y. Yeung 202 15 Students’ Experiences with Distance Learning under COVID-19: Critical Perspectives from an Indian University • Mousumi Mukherjee, Tatiana Belousova, and Deepak Maun 220 16 Teacher Education in Times of Disruption: Lessons Learned from Teaching and Learning in Australian Universities during the COVID-19 Pandemic • Eden C. Stephens and Jen Scott Curwood 236 17 The Expansion of E-learningin the UAE: Implications and Opportunities in the Post-COVID-19 Era • Shytance Wren 250 Epilogue 262 Index 265 "This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in Higher Education. Focussing on student and faculty experiences of online and distance education, the text provides reflection on novel initiatives, unexpected challenges, and lessons learnt. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to ask what lessons COVID-19 can offer for the future development of online and distance learning in Higher Education. This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly. Roy Y. Chan is Assistant Professor of Education and Director of the Doctorate of Education (Ed. D.) program in Leadership and Professional Practice in the Helen DeVos College of Education at Lee University, Tennessee, USA. Krishna Bista is Professor in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland, USA. Ryan M. Allen is Assistant Professor of Practice in the Attallah College of Educational Studies at Chapman University, California, USA"-- Provided by publisher