Higher Education Implications for Teaching and Learning during COVID-19

Michael G. Strawser

doi:10.5771/9781793649799

Summary

Higher Education Implications for Teaching and Learning during COVID-19 provides different perspectives regarding the impact of COVID-19 on college teaching and learning and on students, both collectively and individually. Contributors argue that the pandemic forced a higher education reckoning as institutions around the world were forced to shut their physical doors and open up their online platforms in a wider capacity. While these concerns are linked to a certain point in time, there is much we can learn from collective institutional responses to the pandemic-induced pivots to virtual teaching and learning. Scholars of higher education, organizational communication, and crisis communication will find this book particularly useful.

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Bibliographic data

Copyright year: 2022
ISBN-Print: 978-1-7936-4978-2
ISBN-Online: 978-1-7936-4979-9
Publisher: Lexington, Lanham
Language: English
Pages: 222
Product type: Edited Book

1. Contents No access
1. COVID-19: Implications for Students No access
2. COVID-19: Implications for College Teaching No access
3. Chapter Overviews No access
4. Synergy No access
5. References No access
1. Critical Thinking/Good Judgment/Time Management/Work Ethic/Self-discipline No access
2. Written Communication No access
3. Oral Communication and Tactfulness No access
4. Collaboration No access
5. Problem-solving and Strategic Planning Skills No access
6. Technological Competence and Literacy No access
7. Agile and Flexible Thinking/Risk-Taking/Dealing with Ambiguity/Ability to Adapt No access
8. This, too, Shall Pass: Crafting Postgraduation Narratives with COVID-19 in Mind No access
9. References No access
1. Introduction No access
2. 1. Testing and Classroom Anxieties No access
  2. Work Satisfaction No access
  3. Computer-Mediated Competency No access
  4. Hypotheses and Research Questions No access
3. 1. Participants No access
  2. 1. Computer-Mediated Communication Competence No access
    2. Test Anxiety Measure No access
4. Results No access
5. 1. 1. Meaningful Work No access
    2. Communicative Behavior No access
6. Conclusion No access
7. References No access
1. The Context of Higher Education No access
2. GTA Liminality No access
3. GTA Experiences No access
4. 1. Increased Compassion No access
  2. Community No access
5. 1. Intentional Workload No access
  2. Flexibility No access
6. Learning and Leveraging Technology No access
7. Realigning Career Aspirations No access
8. 1. Financial Influences No access
  2. Student Considerations No access
9. Conclusion No access
10. References No access
11. Notes No access
1. The Experience of GTAs No access
2. COVID-19 Pandemic Complications No access
3. Recommendations No access
4. Conclusion No access
5. References No access
1. Introduction No access
2. 1. Minority Status Stress No access
  2. Coping No access
  3. Stress and COVID-19 No access
3. Methods No access
4. 1. Mixed Feelings about Online Learning No access
  2. 1. Social Isolation No access
    2. Family/Home Distractions No access
    3. Finances and Work/Life Balance No access
    4. School-Related Stress No access
  3. Coping No access
5. Discussion and Recommendations No access
6. Conclusion No access
7. References No access
1. Increased Postsecondary Digitalization and Surveillance during COVID-19 No access
2. 1. Social Influence: Producing Compliance and Conformity on Campus No access
  2. The Impact of Surveillance on Psychological Well-being No access
3. 1. Legal Frameworks Governing Student Privacy in Higher Education No access
  2. 1. Student-Centered Privacy Model for Responsible Technology Use No access
  3. Privacy-by-Design and Data Justice to Inform Responsible Use No access
  4. Centering Students through Privacy-Based and Just Policies and Practices No access
4. Conclusion No access
5. References No access
1. COVID-19 and Class Disruption No access
2. Theoretical Perspectives on Teacher-Student Communication during Times of Disruption No access
3. RRGT and COVID-19 No access
4. Case Study Method No access
5. What Do We Know Now? No access
6. 1. Faculty Lesson 1: Frequent Communication Is Important No access
  2. Faculty Lesson 2: Using Varied ICTs Is Important No access
  3. Faculty Lesson 3: Balancing Task and Relational Messages Is Important No access
7. 1. Student Lesson 1: Checking Multiple Communication Platforms Is Important No access
  2. Student Lesson 2: Reaching out to Faculty for Help Is Important No access
8. Conclusion No access
9. References No access
1. Evolving Models for College Teaching No access
2. 1. Merrill’s First Principles of Instruction (2002) No access
  2. Dividing Class Times into “Blocks” with “Rundown Sheets” No access
3. Sidekicks, Floor Directors, and Call Screeners No access
4. Promos and Trailers as Cognitive Activators No access
5. The Warm-up No access
6. Stages, Camera Angles, and Special Effects No access
7. The Stand-up No access
8. Interstitials No access
9. Incorporating Audience Influence with Polls and Quizzes No access
10. 1. Implications for Future Research No access
11. References No access
1. Setting the Scene: The Emerging Threat of Covid-19 on Campus No access
2. The Promise of the Hybrid 2.0 Classroom No access
3. Responsiveness of Higher Education No access
4. 1. Limitations and Benefits of the Hybrid Classroom Format No access
  2. Benefits and Challenges of the Hybrid 2.0 Classroom No access
5. Conclusion No access
6. References No access
1. Introduction No access
2. Literature No access
3. Our Study No access
4. 1. Control No access
  2. Community No access
  3. Practice No access
5. 1. The Imperative of Human Connection No access
  2. A Paradigm Shift in Problem-Solving: Human-Centered Design No access
  3. 1. Phase 1: Empathize No access
    2. Phase 2: Define No access
    3. Phase 3: Ideate No access
    4. Phase 4: Prototype No access
    5. Phase 5: Test and Iterate No access
    6. Possible Challenges with HCD No access
6. Conclusion and Areas for Future Research No access
7. References No access
1. 1. Instructor Presence and Student Anxiety No access
2. 1. Course Design No access
  2. Benefits to the Students No access
  3. Benefits to the Instructor No access
  4. Challenges No access
  5. Future Directions No access
3. Conclusion No access
4. References No access
1. 1. Student Engagement No access
  2. Learner Interaction No access
2. 1. Introduction to Pear Deck No access
  2. Tips and Best Practices for Using Pear Deck to Engage a Class in Discussion No access
3. 1. Introduction to MURAL No access
  2. Tips and Best Practices for Using MURAL to Promote Learner-Learner Engagement and Minimize the Technology Learning Curve No access
4. 1. Introduction to Diigo No access
  2. Tips and Best Practices for Diigo Set-Up No access
5. Concluding Thoughts No access
6. References No access
1. The Pandemic and Higher Education No access
2. Online Education No access
3. The Flipped Classroom No access
4. The Flipped Classroom in a Post-COVID World No access
5. References No access
Index No access Pages 215 - 216
1. About the Editor No access
2. About the Contributors No access