Emergency Remote Learning, Teaching and Leading: Global Perspectives

Description

This book exemplifies the challenges and successes of online learning, teaching and leading in times of crises. It helps shed light on the issues facing online and face-to-face practitioners having to cope with the COVID-19 pandemic and continue education within the confines of a specific interface. The volume includes new research and information, which can be built upon in the coming months and years depending on how long the pandemic persists. Therefore, it adds a geometric dimension to the current research on online teaching, learning and leading with emphasis on what can be done during a pandemic. The book is beneficial because it is timely and significant based on current happenings in the world. Its findings contribute to expansive research on online learning, teaching and leading but with a focus on emergency education. The information contained in the book is significant to different regions in the world such as the Caribbean, UK, USA, Greece, Mauritius inter alia. The book is of interest to teachers, students, parents, leaders and anyone who wants to adopt online education. Preface COVID-19 Acknowledgments Contents Contributors Part I: Emergency Remote Learning Trinidadian and Grenadian Teachers’ Perceptions of Students’ Attendance, Motivation, and Engagement During Emergency Remote Teaching Introduction Literature Review Emergency Remote Teaching and Pandemic Learning Modes Students’ Attendance and Emergency Remote Teaching (ERT) Digital Divide Accessibility Parental Involvement During ERT Students’ Motivation/Engagement During ERT Methodology Data Analysis Findings Attendance Shared Resources Digital Divide Accessibility to Students Digital “Homework Gap” and Parental Involvement Accessibility to Teachers Students’ Motivation or Lack Thereof Students’ Engagement or Lack Thereof Behavioral Affective Discussions Conclusions and Recommendations References COVID-19 and Emergency Education Strategies in University of Ghana: Students’ Knowledge of Emergency Remote Learning Introduction Background to the Study Theoretical Framework and Empirical Studies Conceptual Exploration Online Teaching and Learning Tools Students’ Knowledge About Online Teaching and Learning Methods Results RQ1: Online Teaching Tools Available at the University of Ghana RQ 2: Students’ Knowledge and Usage of Online Learning Tools and Platforms Discussion Recommendations and Limitations Conclusions References Emergency Remote Educational Challenges During COVID-19: The Case of Secondary Education Teachers in Greece Introduction Background to the Study Greek Education System Digital Platforms and Technical Support Teachers’ In-Service Training in Information and Communication Technologies (ICTs) Literature Review Distance/Online Learning and Emergency Remote Education Barriers to Distance Learning Research Method Research Methodology Data Analysis Process Trustworthiness Findings Demographics Obstacles and Challenges During the Pandemic Lack of Personal Communication and Interaction with the Students Students’ Issues Students’ Low Participation and Interaction Students’ Online Skills Teachers’ Issues Teachers’ Training and Knowledge Workload Lack of Control Organizational Issues Lack of Equipment and Unreliable Internet Personal Data Issues Unclear or No Governmental Directives Lack of Technical Support Discussion Findings Within the Context of the Remote Emergency Education Worldwide Implications and Suggestions Limitations of the Study and Further Research References Student Internships: COVID-19 Implications and Recommendations for Higher Education Introduction Open Discussion About Two Decades of Education and Workforce COVID-19 Change Behests Experience Is There an Influence on Education? What Does Change Look Like? Changing Business Needs Driven by COVID-19 The Strength of Practice Change Is Hard, But… The Future of Higher Education – Preparing Students for Careers in a COVID-19 Landscape Recommendations for Higher Education – The Future Is Now Experiential Learning-Focused Learning Partnering for Technology-Supported Competency-Driven Experiential Learning Internships Conclusion References Higher Education Dance, Drama and Performance Through Distance Learning Beyond Times of Crisis Introduction Learning by Correspondence in Higher Education: A Brief History Universities Adapt to Distance Learning During the 2020 Global Pandemic Regulating British Higher Education Dance, Drama and Performance Courses Delivering Higher Education Dance, Drama and Performance Courses Through Distance Learning Altering Traditional British Higher Education Dance, Drama and Performance Courses in Response to the Global Pandemic Beyond Times of Crisis: Teaching Dance, Drama and Performance Through Distance Learning References Covid-19 and Emergency Education Strategies in University of Ghana: Students’ Challenges with Emergency Remote Learning Introduction Background of the Study Theoretical Framework and Empirical Studies The Concept of Emergency Education Challenges of Online Learning Methods Results Discussion Implications and Recommendations Limitations and Future Research Directions Conclusions References Part II: Emergency Remote Teaching All a Matter of Intelligence: Faculty Competencies for Virtual Learning Introduction Competencies for Online Faculty Competencies vs Intelligence Threshold Competencies Foundational Competencies and Clusters Cognitive Intelligence Creative Intelligence Moral Intelligence Emotional Intelligence Social Intelligence Virtual Competencies and Clusters Discussion Implications for Faculty Recommendations for Faculty Recommendations for Educational Organisations References How Prepared Are We for Emergency Remote Education? Case of Ukraine Introduction Background to the Study Ukrainian Higher Education Landscape Chronology of Pandemic Restrictions in Ukrainian Education Literature Review Research Questions Methodology Primary Data Primary Data Analysis Secondary Data Secondary Data Analysis Context Limitation The Ukrainian Universities’ Preparedness and Reaction to Quarantine Restrictions Online Education in the Universities’ Strategies and Priorities Before the Pandemic The Stakeholders’ Preparedness to the Lockdown and Pandemic Challenges The Institutional Approaches to Emergency Remote Teaching Students’ Readiness for Remote Learning Accessibility: Students Students’ Engagement/Satisfaction Potential Health Risk Teachers’ Preparedness or Lack Thereof Proposed Plans Conclusions References Part III: Emergency Remote Leadership Perceived Effectiveness of School Leadership in Emergency Remote Learning During the Coronavirus Pandemic Introduction Literature Review Leadership and Management Leadership Styles Distributed Leadership Transformational Leadership Transactional Leadership Other Leadership Styles Emergency Remote Learning School Leadership During Emergency Method Results and Discussion Characteristics of the Respondents Research Question 1: What Type of Leadership Style Do School Leaders Exhibit in Response to COVID-19? Research Question 2: How Did Principals Lead Their Teachers in Emergency Remote Learning During COVID-19 Pandemic? Research Question 3: What Are the Benefits and Challenges of Integrating Emergency Remote Learning in Schools in Response to COVID-19 Pandemic? Benefits Challenges Conclusions Limitations and Future Research References Leading Remotely During the COVID-19 Pandemic: Implications for Faculty Activities and Teamwork Background Information and Research Context Literature Review The Influence of the Coronavirus Pandemic on Academic Leadership Faculty Activities During Emergency Remote Learning Teamwork Management Strategies Methodology Data Analysis Discussions Changes in Academic Leadership Changes in Faculty Activities Changes in Teamwork Management Challenges in Academic Leadership Challenges in Faculty Activities Challenges in Teamwork Management Solutions in Academic Leadership Solutions in Faculty Activities Solutions in Teamwork Management Conclusions References Instructional Leadership During Crisis: Jamaican School Leaders’ Response Introduction Literature Review School Leadership During Crisis Instructional Leadership Methodology Results School Leaders’ Understanding of Instructional Leadership School Leaders’ Approach to Leading Instruction During a Crisis The Paradox of Leading Instruction Remotely Co-operation and Collaboration in Digital Response to Instructional Leadership Discussion The Principal Leadership Dynamic in Instructional Leadership Key Ingredients for Instructional Leadership During a Crisis Conclusion Appendix A School Leaders’ Interview Instrument Interview Protocol for Collecting Data References Higher Education Quality Assurance in Pandemic Times Introduction Background to the Study Literature Review Research Questions Methodology Primary Data Collection Primary Data Analysis Secondary Data Secondary Data Analysis Limitation Effects of Pandemic for Quality Assurance: NAQA Case Future of Distant Accreditations Changes in QA at Institutional Level Changes and Challenges of QA at National Level Changes in QA at International Level Raising Role of QA at Meta-Level Positive Communication and Trustworthiness in QA Process Conclusions References Index