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 todays 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.
Chapter 1 - Volume Introduction Global Perspectives on Higher
Education: From Crisis to Opportunity.- Section 1: Teaching, Learning, and
Assessment.
Chapter 2 - Online and Face-to-Face Courses Can Mirror One
Another.
Chapter 3 - Prospective EFL Teachers Self-Perceived Competence and
Attitudes towards Teaching English to Young Learners.
Chapter 5: Enhancing
Learning Through Formative Assessment: Evidence-based Strategies for
Implementing Learner Reflection in Higher Education.- Section 2:
Technology-Enhanced Teaching and Learning.
Chapter 6 - Successful Teaching
with Technology in EAP Courses: A Practical Guide for Higher Education
Teachers.
Chapter 7: The Theory and Practice of Oral Presentations in
Face-to-Face and Online Courses.
Chapter 9 - A Technology-Enhanced Context:
The Case of Higher Education in Lebanon.
Chapter 10 - Blended Academic
Communication On Technology-Enhanced Teaching and Learning in Digital and
International Virtual Academic Cooperation (DIVA).- Section3: Factors that
Impact Student and Teacher Success.
Chapter 11 - Diversity, Equity, and
Inclusion in Course Design and Instructional Material Development,
Chapter
12 - Responding to the New Normal: Strengthening Student Identity
Development.
Chapter 13 - An Empirical Analysis of Motivational Factors that
Enhance Student and Teacher Achievements: The Mediating Role of
Evidence-Based Learning.
Chapter 14: Strategies Adopted for Building
Students Rapport in an Online Classroom.
Chapter 15 - Leveraging the Art of
Medical Illustration to Enhance Anatomy Instruction.
Chapter 16 - The Future
of Higher Education: Students Perspectives in the United Arab Emirates.-
Chapter 17 - The Impact of Emergency Remote Learning on Student Motivation
and Opportunities to Shape a More Successful and Productive Educational
Future.- Section 4: Curriculum, Course, and Instructional Design.
Chapter 18
- Strategies for Instructors: Establishing and Maintaining Presence in an
Online Course.
Chapter 19 -RECIPE, an Innovative Model for Instructional
Technology Task Design via Interactive Media.
Chapter 20 - Novel Times Call
for Novel Ways: Effective Teaching and Learning in Digital Learning
Environments.
Chapter 21 - Cultivating Student Employability Skills:
Classroom to Career Preparedness and Readiness.
Chapter 22 - Distance
Learning Considerations for Initial and Continuing Teacher Education in
Brazil.
Chapter 23 - Sustaining Presence: Partnering with Technology During
the COVID-19 Pandemic Lockdown.- Section 5: Future of Professional
Development.
Chapter 24 - Moving Beyond Web Conferencing Tools: ESL
Professional Development Workshops in Virtual Reality Platforms.
Chapter 25
- Transforming Teacher Professional Identity through Social Emotional
Learning: Two Narrative Case Studies.
Chapter 26 - A Professional
Development Model for English Teachers in Indonesia: A Pathway to the
Industrial Revolution 4.0 Era.
Chapter 27 - Professional Development
Support Systems in Public Universities in Kosovo.- Section 6: Academic and
Administrative Support Systems.
Chapter 28 - Instructional Designers Roles
in the Post-COVID-19 Pandemic Era.
Chapter 29 - Graduate Students Work
Readiness in the Context of COVID-19: Challenges and Recommendations.-
Chapter 30 - Pedagogical Transformations in Support Services: The New
Normal.
Chapter 31 - Well-being as an Ecological Practice: Supporting
Students Facing Housing Insecurity in Higher Education.
Chapter 32 - Digital
Education, Academic Performance, and Mental Health: How Can Chinese Students
Development Be Facilitated while Engaging in E-Learning .
Chapter 33 -
Replacing Commercial Textbooks with Free Online Educational Resources: A
Qualitative Case Study for 21st Century Inclusive Education.
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 Mens 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.
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