This open access book focuses on making the transition from in-person, classroom education to other feasible alternative modes and methodologies to deliver education at all levels. The book presents and analyzes research questions to explore in this arena, including pedagogical issues relating to technological and infrastructure challenges, teacher professional development, issues of disparity, access and equity, and impact of government policies on education. It also provides unique opportunities and vehicles for generating scholarship that helps explain the varied educational needs, perspectives and solutions that arise during an emergency and the different roles educational institutions and educators may play during this time.
Developed from a highly successful Presidential Session at the annual meeting of the Association for Educational Communications and Technology (AECT), this edited volume presents AECT and its membership as the premier organization focusing on the provision of educational communications and technology leadership. In addition, it functions as a contemporary document of this global crisis as well as a rich resource for possible future emergency scenarios in the educational arena.
PART I AFRICAN REGION.- Chapter 1 PROVIDING AGILE FACULTY
DEVELOPMENT IN TIMES OF UNCERTAINTY (MAHA BALI).- Chapter 2 EXPLORING
NAMIBIAS EDUCATIONAL EMERGENCY RESPONSE TEACHING: A POLICY AND PRACTICE
PERSPECTIVE (PERIEN JONIELL BOER, TUTALENI I. ASINO).- Chapter 3 CREATING
SUSTAINABLE EARLY CHILDHOOD LEARNING ENVIRONMENTS FOR EMERGENCY SITUATIONS
(SECHABA M.G. MAHLOMAHOLO, MAKERESEMESE R. MAHLOMAHOLO).- Chapter 4
TEACHERS CO-CREATING FOR TEACHERS: DESIGN AND IMPLEMENTATION OF AN ONLINE
TEACHER PROFESSIONAL DEVELOPMENT COURSE IN SUB-SAHARAN AFRICA (LUCIAN VUMILIA
NGEZE, SRIDHAR IYER).- PART II REGION OF THE AMERICAS.- Chapter 5
REOPENING CAMPUSES: VISUALIZING THE STRUCTURE OF A SYSTEM PROBLEM (HADI ALI,
ANN MCKENNA).- Chapter 6 SIMULATED TEACHING: AN EXPLORATION OF VIRTUAL
CLASSROOM SIMULATION FOR PRE-SERVICE TEACHERS DURING THE COVID-19 PANDEMIC
(M. ELIZABETH AZUKAS, JASON R. KLUK).- Chapter 7 UTILIZING RAPID NEEDS
ASSESSMENT TO STRENGTHEN PK-12 TEACHING AND LEARNING AFFORDANCES IN EMERGENCY
REMOTE TEACHING (LAUREN M. BAGDY, JILL E. STEFANIAK).- Chapter 8 THE
EFFECTS OF COVID-19 ON RURAL SCHOOL COMMUNITIES IN GUYANA: NEW DIRECTIONS OR
OLD METHODS RETOOLED (CHARMAINE BISSESSAR).- Chapter 9 MOBILE LEARNING FOR
EMERGENCY SITUATIONS: FOUR DESIGN CASES FROM LATIN AMERICA (DANIELA
CASTELLANOS-REYES, ENILDA ROMERO-HALL, LUCAS VASCONCELOS, BELEN
GARCĶA).- Chapter 10 BACK TO DESIGN BASICS: REFLECTIONS, CHALLENGES AND
ESSENTIALS OF A DESIGNERS SURVIVAL KIT DURING A PANDEMIC (RITUSHREE
CHATTERJEE, DARSHANA JUVALE, LONG HE, LYNN LUNDY EVANS).- Chapter 11 OPEN,
FLEXIBLE, AND SERVING OTHERS: MEETING NEEDS DURING A PANDEMIC AND BEYOND
(VANESSA P. DENNEN, JIYAE BONG).- Chapter 12 INTERSECTIONALITY AND
COMPROMISE - ENACTING GOVERNMENT POLICIES IN THE CARIBBEAN (CAMILLE
DICKSON-DEANE,LAURETTE BRISTOL, DAURAN MCNEIL, TALIA ESNARD, LORRAINE
LEACOCK).- Chapter 13 A FAMILY OF K-12 EDUCATORS INNOVATIVE RESPONSES TO
OVERCOME COVID-19 CHALLENGES (HUI-CHEN DURLEY, XUN GE).- Chapter 14
TRANSLATING DISTANCE EDUCATION THEORY INTO PRACTICE (LEROY HILL).- Chapter 15
ALL HANDS ON DECK: FACULTY COLLABORATION IN TRANSFORMING TO REMOTE
TEACHING (WANJU HUANG, JENNIFER RICHARDSON).- Chapter 16 VIRTUAL MAKING -
TRANSFORMING MAKER EDUCATION IN A TEACHER EDUCATION PROGRAM DURING THE
COVID-19 PANDEMIC (YI JIN, JASON HARRON, HELEN MADDOX).- Chapter 17
REFLECTING ON A YEAR OF EMERGENCY REMOTE TEACHING (JEONGHYUN LEE, FARAHNAZ
SOLEIMANI, STEPHEN W HARMON).- Chapter 18 A REFLECTION ON ONLINE TEACHING
AND LEARNING THROUGH THE PANDEMIC: REVISITING CREATIVITY (JIN MAO).- Chapter
19 CHILEAN PERSPECTIVES ON EDUCATIONAL EXPERIENCES AND INNOVATIONS IN
EMERGENCY CONTEXTS (JAIME SĮNCHEZ, JOSÉ REYES-ROJAS).- Chapter 20
IMPLEMENTATION OF A DIGITAL LIVE-ACTION GAMING EXPERIENCE FOR
INTERPROFESSIONAL LEARNING AND TRAINING (ANDRE THOMAS, YUN LI, CHRISTINE L.
KAUNAS, MARTY NEWCOMB, GERARD E. CARRINO, LORI D. GREENWOOD, PATRICK D. ST.
LOUIS, LEROY A. MARKLUND, NEPHY G. SAMUEL, HECTOR O. CHAPA).- Chapter 21
TRANSFORMING EMERGENCY INTO OPPORTUNITY (EMILY YORK, DIANE WILCOX, JONATHAN
STEWART, SEAN MCCARTHY, KENNETH BARRON).- PART III EUROPEAN REGION AND
EASTERN MEDITERRANEAN REGION.- Chapter 22 ONLINE HIGHER EDUCATION IN THE
WAKE OF COVID-19: A SYSTEM THINKING PERSPECTIVE (FAWAD SADIQ, MUHAMMAD SADIQ
MALIK).- Chapter 23 MOVING VOLLEYBALL COACHES EDUCATION ONLINE: A CASE
STUDY (JOSEF BUCHNER, MARTIN PLESSL).- Chapter 24 DISTANCE LEARNING AND THE
INFLUENCE OF SCHOOLS ORGANIZATIONAL CHARACTERISTICS ON THE STUDENTS
PERCEIVED LEARNING SUCCESS (JAN DELCKER, DIRK IFENTHALER).- PART IV
SOUTH-EAST ASIAN REGION AND WESTERN PACIFIC REGION.- Chapter 25 ONLINE
LEARNING ENVIRONMENTS AND STUDENT ENGAGEMENT: MEETING THE PSYCHOLOGICAL NEEDS
OF LEARNERS DURING THE COVID-19 PANDEMIC (VO NGOC HOI).- Chapter 26 FROM
EMERGENCY REMOTE TEACHING TO EFFECTIVE ONLINE LEARNING (ASHUTOSH RAINA,
ARCHANA RANE, LUCIAN NGEZE, SAHANA MURTHY, SRIDHAR IYER).- Chapter 27
IMPACT OF THE COVID-19 PANDEMIC ON EDUCATION IN JAPAN AND THE ROLE OF THE
JAPAN SOCIETY FOR EDUCATIONAL TECHNOLOGY (YOSHIKO GODA, TOMOMI TAKABAYASHI,
KATSUAKI SUZUKI).- Chapter 28 CHINAS EXPERIENCE OF ONLINE EDUCATION DURING
THE COVID-19 PANDEMIC (XIAOQING GU, LING LI).- Chapter 29 RESPONSIVE ONLINE
COURSE DESIGN - MICROCREDENTIALS AND NON-LINEAR PATHWAYS IN HIGHER
EDUCATION (KEITH HEGGART).- Chapter 30 EMERGING REFORM OF HIGHER EDUCATION
IN POST PANDEMIC (INSOOK LEE, YOONIL AUH, HEE CYBER, EUNBAE LEE).- Chapter 31
EVOLUTION OF CLINICAL EDUCATION UNDER COVID-19PANDEMIC (ALEXANDER WOO,
SHIRLEY NGAI).
Vanessa Dennen is a Professor of Instructional Systems & Learning Technologies at Florida State University. She currently serves as Editor in Chief of The Internet and Higher Education. Her research investigates pedagogy and learner engagement in online discussion activities; knowledge management, and knowledge brokering within online networks and communities of practice; and social media use in the school context.
Camille Dickson-Deane is a Senior Lecturer Higher Education Learning Design at the University of Technology Sydney. She is a Fulbright and Organisation of American States (OAS) scholar who has published journal articles, book chapters and media pieces. As a scholar-practitioner her work triangulates the realms of theory, research and practice and can be seen in design artefacts, expert reviews, design cases and evaluations on learning designs. Her research interests include pedagogical usability, individual differences and contextualizing online learning designs.
Dr. Xun Ge is Professor of Learning Sciences at the Department of Educational Department, the University of Oklahoma. She is also the current President of Association for Educational Communications & Technology. Her research involves ill-structured problem-solving, scaffolding, and designing digital learning environments (e.g., game-based, simulation-based, virtual reality, makerspace) to support learner skill development in problem representation, argumentation, mental models, and self-regulation. Her scholarly work intersects cognition, motivation, design, and assessment in various educational contexts.
Dirk Ifenthaler is Professor and Chair of Learning, Design and Technology at University of Mannheim, Germany and UNESCO Deputy Chair of Data Science in Higher Education Learning and Teaching at Curtin University, Australia. Dirks research focuses on the intersection of cognitive psychology, educational technology, data analytics, and organisational learning.
SahanaMurthy is Professor in the Educational Technology interdisciplinary program at the Indian Institute of Technology Bombay. Her research focuses on technology-enhanced learning of disciplinary practices: developing students' problem-solving, design thinking and inquiry practices in STEM domains via interactive learning environments. Another area of focus is effective integration of technology by teachers, which has led to the design, implementation and evaluation of frameworks for learner-centric approaches in blended contexts.
Jennifer C. Richardson is a Professor in Learning, Design and Technology (LDT) in the College of Education at Purdue University, USA. Her research focuses on evidence-based practices in online learning environments. Specifically, strategies and design for teaching online, social presence, gauging learning in online environments, and the Community of Inquiry (CoI) framework
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