Global Perspectives on Higher Education: From Crisis to Opportunity

ISBN-13: 9783031316456 / Angielski

Jacqueline S. Stephen; Georgios Vlasios Kormpas; Christine Coombe

Opis

This edited volume explores the impact of recent events worldwide that commanded rapid transformation with the areas of teaching, learning, assessment, administration, and academic support systems in today’s higher education institutions globally. It draws on a range of theories and research to provide global perspectives on student and instructor-centered approaches, such as, teaching, learning, assessment, technology use, student and instructor success, curriculum and instructional design, professional development, and academic and administrative support systems. The chapters in this volume capture the personal experiences of educators, educational support professionals, and emerging teachers who encountered crises in the form of  disruptions (i.e., COVID-19 pandemic), advancements (i.e., technology), and transformations (i.e., practices, procedures). Educators, administrators, and policymakers benefit by learning about the ways other institutions of higher education continue to adapt to address emerging gaps.

The 33 chapters in this volume were authored by international researchers, practitioners, and experts from 20 countries. This diverse group of authors share their experiences in creating opportunities from challenges to address gaps in higher education exposed by disruptions from the external and internal environments.

Spis treści

Table of Contents

Acknowledgements. 5

Editors and Contributors. 6

About the Editors. 6

About the Contributors. 6

Chapter 1 - Volume Introduction – Global Perspectives on Higher Education: From Crisis to Opportunity   14

Jacqueline S. Stephen and Christine Coombe. 14

Section 1: Teaching, Learning, and Assessment 22

Chapter 2 - Online and Face-to-Face Courses Can Mirror One Another. 23

Connie Mitchell 23

Chapter 3 - Prospective EFL Teachers’ Self-Perceived Competence and Attitudes towards Teaching English to Young Learners. 34

Mehmet Karaca and Meryem Akçayoğlu. 34

Chapter 4 - Innovative High-Impact Practices (HIPs) in Eight-Week Online Graduate Research Methodology and Capstone Courses during the COVID-19 Pandemic: A Case Study. 47

Awatef Ahmed Ben Ramadan. 47

Chapter 5: Enhancing Learning Through Formative Assessment: Evidence-based Strategies for Implementing Learner Reflection in Higher Education. 60

Li-Shih Huang, Raj Khatri, Amjad Alhemaid. 60

Section 2: Technology-Enhanced Teaching and Learning. 74

Chapter 6 - Successful Teaching with Technology in EAP Courses: A Practical Guide for Higher Education Teachers. 75

Doaa Hamam... 75

Chapter 7: The Theory and Practice of Oral Presentations in Face-to-Face and Online Courses. 84

Pushpa Sadhwani and Jon Fiteni 84

Chapter 8 - Doctoral Students at a Distance: Voicing Their Challenges and Needs. 94

Amira El-Soussi 94

Chapter 9 - A Technology-Enhanced Context: The Case of Higher Education in Lebanon. 106

Caroline Akhras. 106

Chapter 10 - Blended Academic Communication On Technology-Enhanced Teaching and Learning in Digital and International Virtual Academic Cooperation (DIVA). 115

Anselm Böhmer, Götz Schwab, and Illie Isso. 115

Section 3: Factors that Impact Student and Teacher Success. 128

Chapter 11 - Diversity, Equity, and Inclusion in Course Design and Instructional Material Development  129

Jacqueline S. Stephen, Nadia Glover Barnett, and Awatef Ahmed Ben Ramadan. 129

Chapter 12 - Responding to the New Normal: Strengthening Student Identity Development. 141

Jo-Ann Netto Shek. 141

Chapter 13 - An Empirical Analysis of Motivational Factors that Enhance Student and Teacher Achievements: The Mediating Role of Evidence-Based Learning. 159

Sameera Iqbal 159

Chapter 14: Strategies Adopted for Building Students’ Rapport in an Online Classroom.. 172

Gomathy Krishnan, Wahida Dastakeer and Neha Gupta. 172

Chapter 15 - Leveraging the Art of Medical Illustration to Enhance Anatomy Instruction. 195

Valerie Weiss and Krista Casazza. 195

Chapter 16 - The Future of Higher Education: Students’ Perspectives in the United Arab Emirates  216

Lana Hiasat and Leilani Radaideh. 216

Chapter 17 - The Impact of Emergency Remote Learning on Student Motivation and Opportunities to Shape a More Successful and Productive Educational Future. 232

Megan Kohler, Sherri Restauri, and Tracy Balduzzi 232

Section 4: Curriculum, Course, and Instructional Design. 244

Chapter 18 - Strategies for Instructors: Establishing and Maintaining Presence in an Online Course  245

Jacqueline S. Stephen. 245

Chapter 19 - RECIPE, an Innovative Model for Instructional Technology Task Design via Interactive Media   256

Sam Yousefifard. 256

Chapter 20 - Novel Times Call for Novel Ways: Effective Teaching and Learning in Digital Learning Environments. 272

Alexius Chia and Shanti Divaharan. 272

Chapter 21 - Cultivating Student Employability Skills: Classroom to Career Preparedness and Readiness  288

Jacqueline S. Stephen and Ashley Fru. 288

Chapter 22 - Distance Learning Considerations for Initial and Continuing Teacher Education in Brazil 300

Camila Höfling, Patricia de Oliveira Lucas, and Luciana C. de Oliveira. 300

Chapter 23 - Sustaining Presence: Partnering with Technology During the COVID-19 Pandemic Lockdown   311

Christine Sabieh. 311

Section 5: Future of Professional Development 324

Chapter 24 - Moving Beyond Web Conferencing Tools: ESL Professional Development Workshops in Virtual Reality Platforms. 325

Amany Alkhayat 325

Chapter 25 - Transforming Teacher Professional Identity through Social Emotional Learning: Two Narrative Case Studies. 336

Fajer M. Bin Rashed and Eman Y. Mahmoud. 336

Chapter 26 - A Professional Development Model for English Teachers in Indonesia: A Pathway to the Industrial Revolution 4.0 Era. 347

Dwi Poedjiastutie, Hilda Suat, and Nisrina Balqis Huwaida. 347

Chapter 27 - Professional Development  Support Systems in Public Universities in Kosovo. 359

Drita Kadriu and Trenia Walker 359

Section 6: Academic and Administrative Support Systems. 368

Chapter 28 - Instructional Designers’ Roles in the Post-COVID-19 Pandemic Era. 369

Elif N. Gokbel and Nicole P. Lipscomb-King. 369

Chapter 29 - Graduate Students’ Work Readiness in the Context of COVID-19: Challenges and Recommendations. 380

Heyam F. Dalky, Yousef M. Aljawarneh, Adam M. Khraisat, and Lubna M. Rajab. 380

Chapter 30 - Pedagogical Transformations in Support Services: The New Normal 396

Nafees Sultana. 396

Chapter 31 - Well-being as an Ecological Practice: Supporting Students Facing Housing Insecurity in Higher Education. 409

Christel Young and Luis Javier Pentón Herrera. 409

Chapter 32 - Digital Education, Academic Performance, and Mental Health: How Can Chinese Students’ Development Be Facilitated while Engaging in E-Learning. 422

Jason Hung. 422

Chapter 33 - Replacing Commercial Textbooks with Free Online Educational Resources: A Qualitative Case Study for 21st Century Inclusive Education. 431

Syed Ali Nasir Zaidi 431

 

O autorze

Jacqueline S. Stephen is an Assistant Professor, Director of The Office of Distance Learning, and Instructional Designer, in the College of Professional Advancement at Mercer University, USA. She has published articles and book chapters on topics such as undergraduate and graduate online learner persistence, instructional design, effective practices for online educators, and virtual peer mentoring for racial and ethnic minority women in STEM. She has also disseminated her work through national and international conferences and held leadership positions in a non-profit organization. Jacqueline was selected by a peer review panel for placement on the Fulbright Specialist Roster for a tenure of four years (2021-2025) for her expertise in instructional and curriculum design and received a Fulbright U.S. Scholar Program award (2023) from the U.S. Department of State. In her spare time, she enjoys traveling, hiking, learning about different cultures and traditions, and cooking.

 

Georgios V. Kormpas has taught in the USA, UK, Greece, and Saudi Arabia in tertiary institutions.  He is currently the Director of the Teaching, Learning, and Development Center, at Al Yamamah University in Saudi Arabia and teaches social sciences at the Humanities Department.  Georgios has published several articles and book chapters on teacher education and teaching associations.  He is passionate about Professional Development and Teaching associations, and he is doing his PhD at Lancaster University.  He is the first President of TESOL Gulf, a member of TESOL International's Nominating Committee, and the Vice President of the International Association for Blended Learning.  Georgios enjoys traveling and collects banknotes from around the world.  

 

Christine Coombe has a PhD in Foreign/Second Language Education from The Ohio State University.  Dr. Coombe is currently an Associate Professor at the Higher Colleges of Technology, Dubai Men’s College in the UAE.  She has previously taught in the US, France and Oman.  Christine has published over 50 books in topics such as assessment, research methods, TBLT, leadership and management in ELT, teacher effectiveness, professional development through teaching associations and innovation. Dr. Coombe served as President of the TESOL International Association (2011 to 2012).  In her spare time, she enjoys traveling, scuba diving and watching TV series.