Academia's Digital Voice: A Conversation on 21st Century Higher Education provides critical information on an area that needs particular attention given the rapid introduction and immersion into digital technologies that took place during the pandemic, including quality assurance and assessment. Sections discuss the rapid changes called into question as student mobility, pedagogical readiness of academics, technological readiness of institutions, student readiness to adopt online learning, the value of higher education, the value of distance learning, and the changing role of administration and faculty were thrust upon institutions.
The unprecedented speed of international lockdowns caused by the pandemic necessitated HEIs to make rapid changes in both teaching and assessment approaches. The quality of these and sacrosanctity of the academic voice has long been the central tenet of higher education. While history is replete with challenges to this, the current, rapid shift to online education may represent the greatest threat and opportunity so far.
1. Academic Voices - p. Page i 2. Cover - p. Page i 3. Front Matter - p. Page i 4. Table of Contents - p. Page iii 5. Copyright - p. Page iv 6. Contributors - p. Page iv 7. Editorial - p. Page viii 8. Preface - p. Page xv 9. About the editors - p. Page xvii 10. Reviewer Acknowledgements - p. Page xvii 11. List of Illustrations - p. Page xxi 12. List of Tables - p. Page xxii 13. 1 : Virtual exchange: Expanding access to global learning - p. Page xxii 14. 2 : A framework for distanced e-learning in digitally constrained communities using WhatsApp - p. Page 12 15. 3 : Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing online learning - p. Page 25 16. 4 : Mobilising screencast technology and ipsative design to transform feedback practices - p. Page 39 17. 5 : Covid-19 and student engagement: Perspectives of educators to abridge learning loss and engage students in the new normal learning setting - p. Page 52 18. 6 : Gamification as an engagement, learning and interaction strategy for distance education in Mozambique - p. Page 68 19. 7 : Upping our game—Increasing online engagement through gamified e-learning - p. Page 80 20. 8 : Participatory learning culture: From spectators to creators in online learning environments - p. Page 95 21. 9 : Online STEM teaching of practical chemistry: Challenges and possibilities - p. Page 111 22. 10 : Pandemic-proof teaching: Blended learning infrastructure to support a pivot to hybrid/online pedagogy - p. Page 124 23. 11 : Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities - p. Page 142 24. 12 : Assessment in higher education during troubled times: The case of a South African arts module - p. Page 157 25. 13 : COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assessment principles still apply? - p. Page 173 26. 14 : Application of trauma-informed teaching and learning principles in a blended learning environment - p. Page 182 27. 15 : Student-centered learning, collaborative learning, and a pedagogy of care for the next normal: An online foreign language teacher education course - p. Page 194 28. 16 : Comparative reflections on the transition to online delivery in higher education during the COVID-19 pandemic - p. Page 207 29. 17 : Skillsets and attributes for enhanced teaching–learning outcomes at higher educational institutions in disruptive times - p. Page 224 30. 18 : COVID-19 consequences—Aligning learning outcomes with realigned teaching activities - p. Page 236 31. 19 : Covid-19, community psychology and some thoughts on teaching and learning - p. Page 251 32. 20 : HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice - p. Page 264 33. 21 : Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning - p. Page 279 34. 22 : Teaching adaptability in higher education institutions: A case study of a private Indian university - p. Page 292 35. 23 : Faculty perspectives on Moodle migration during COVID-19: A view from the global South - p. Page 307 36. 24 : Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19 - p. Page 321 37. 25 : Disruptions and delays: Lecturers’ experiences of moving an information systems module online - p. Page 334 38. 26 : Assessing the relationship between academic communities of practice and collegial learning: Case: Université des Mascareignes - p. Page 349 39. 27 : The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic - p. Page 361 40. 28 : Intersections of the mental, social, economic, and physical burdens of COVID-19 on women in academia - p. Page 373 41. 29 : A metabletic investigation on the impact of living, learning, and leading university reform in the pandemic shadow - p. Page 387 42. 30 : Towards authentic online assessment in higher education: Lessons learnt during the COVID-19 period - p. Page 404 43. 31 : The voices of online students in the quality assurance process - p. Page 412 44. 32 : Resit exams in Australian higher education: Lessons from a novel COVID-19 assessment trial - p. Page 426 45. 33 : Prevalence of online cheating during the COVID-19 pandemic - p. Page 440 46. 34 : The ‘futurist’ voice of academia - p. Page 453 47. 35 : Unbound education: Curriculum no longer confined by time and space - p. Page 460 48. 36 : Meet Lisa: The robot who stole your job - p. Page 463 49. 37 : Doctoral supervision: Let us dream about thesis defence! - p. Page 466 50. 38 : The relevance of digital transformation in Africa in the wake of COVID-19: A giraffe's prospective - p. Page 468 51. 39 : Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile - p. Page 473 52. Index - p. Page 473
Academia's Digital Voice: A Conversation on 21st Century Higher Education provides critical information on an area that needs particular attention given the rapid introduction and immersion into digital technologies that took place during the pandemic, including quality assurance and assessment. Sections discuss the rapid changes called into question as student mobility, pedagogical readiness of academics, technological readiness of institutions, student readiness to adopt online learning, the value of higher education, the value of distance learning, and the changing role of administration and faculty were thrust upon institutions.
The unprecedented speed of international lockdowns caused by the pandemic necessitated HEIs to make rapid changes in both teaching and assessment approaches. The quality of these and sacrosanctity of the academic voice has long been the central tenet of higher education. While history is replete with challenges to this, the current, rapid shift to online education may represent the greatest threat and opportunity so far.
1. Academic Voices - p. Page i 2. Cover - p. Page i 3. Front Matter - p. Page i 4. Table of Contents - p. Page iii 5. Copyright - p. Page iv 6. Contributors - p. Page iv 7. Editorial - p. Page viii 8. Preface - p. Page xv 9. About the editors - p. Page xvii 10. Reviewer Acknowledgements - p. Page xvii 11. List of Illustrations - p. Page xxi 12. List of Tables - p. Page xxii 13. 1 : Virtual exchange: Expanding access to global learning - p. Page xxii 14. 2 : A framework for distanced e-learning in digitally constrained communities using WhatsApp - p. Page 12 15. 3 : Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing online learning - p. Page 25 16. 4 : Mobilising screencast technology and ipsative design to transform feedback practices - p. Page 39 17. 5 : Covid-19 and student engagement: Perspectives of educators to abridge learning loss and engage students in the new normal learning setting - p. Page 52 18. 6 : Gamification as an engagement, learning and interaction strategy for distance education in Mozambique - p. Page 68 19. 7 : Upping our game—Increasing online engagement through gamified e-learning - p. Page 80 20. 8 : Participatory learning culture: From spectators to creators in online learning environments - p. Page 95 21. 9 : Online STEM teaching of practical chemistry: Challenges and possibilities - p. Page 111 22. 10 : Pandemic-proof teaching: Blended learning infrastructure to support a pivot to hybrid/online pedagogy - p. Page 124 23. 11 : Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities - p. Page 142 24. 12 : Assessment in higher education during troubled times: The case of a South African arts module - p. Page 157 25. 13 : COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assessment principles still apply? - p. Page 173 26. 14 : Application of trauma-informed teaching and learning principles in a blended learning environment - p. Page 182 27. 15 : Student-centered learning, collaborative learning, and a pedagogy of care for the next normal: An online foreign language teacher education course - p. Page 194 28. 16 : Comparative reflections on the transition to online delivery in higher education during the COVID-19 pandemic - p. Page 207 29. 17 : Skillsets and attributes for enhanced teaching–learning outcomes at higher educational institutions in disruptive times - p. Page 224 30. 18 : COVID-19 consequences—Aligning learning outcomes with realigned teaching activities - p. Page 236 31. 19 : Covid-19, community psychology and some thoughts on teaching and learning - p. Page 251 32. 20 : HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice - p. Page 264 33. 21 : Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning - p. Page 279 34. 22 : Teaching adaptability in higher education institutions: A case study of a private Indian university - p. Page 292 35. 23 : Faculty perspectives on Moodle migration during COVID-19: A view from the global South - p. Page 307 36. 24 : Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19 - p. Page 321 37. 25 : Disruptions and delays: Lecturers’ experiences of moving an information systems module online - p. Page 334 38. 26 : Assessing the relationship between academic communities of practice and collegial learning: Case: Université des Mascareignes - p. Page 349 39. 27 : The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic - p. Page 361 40. 28 : Intersections of the mental, social, economic, and physical burdens of COVID-19 on women in academia - p. Page 373 41. 29 : A metabletic investigation on the impact of living, learning, and leading university reform in the pandemic shadow - p. Page 387 42. 30 : Towards authentic online assessment in higher education: Lessons learnt during the COVID-19 period - p. Page 404 43. 31 : The voices of online students in the quality assurance process - p. Page 412 44. 32 : Resit exams in Australian higher education: Lessons from a novel COVID-19 assessment trial - p. Page 426 45. 33 : Prevalence of online cheating during the COVID-19 pandemic - p. Page 440 46. 34 : The ‘futurist’ voice of academia - p. Page 453 47. 35 : Unbound education: Curriculum no longer confined by time and space - p. Page 460 48. 36 : Meet Lisa: The robot who stole your job - p. Page 463 49. 37 : Doctoral supervision: Let us dream about thesis defence! - p. Page 466 50. 38 : The relevance of digital transformation in Africa in the wake of COVID-19: A giraffe's prospective - p. Page 468 51. 39 : Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile - p. Page 473 52. Index - p. Page 473
