scholarly journals Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

2021 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Education ◽  
Research Methods ◽  
Online Teaching ◽  
Design Research ◽  
Digital Platforms ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
The Face ◽  
The Uk

The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.

Sharing higher education learning and teaching resources in art, design and media

2010 ◽  
Vol 35 (3) ◽  
pp. 35-39
Author(s):  
Stephen Mallinder ◽  
Debbie Flint
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Teaching Resources ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Art Design ◽  
The Uk

Wider social, cultural and technological changes are precipitating transformations in higher education. There is increasing need for universities and specialist colleges to operate effectively in a global online environment. The development of accessible and re-usable online teaching and learning materials has provided challenges to staff and institutions. This article explores aspects of the UK Open Educational Resources Programme and, in particular, the Art Design and Media Open Educational Resources (ADM-OER) Project which has sought to examine the processes, challenges and opportunities open educational resources (OERs) present to these ‘creative’ disciplines. Part of the project has explored art, design and media tutors’ perceptions of the shift to ‘teaching in public’ and we share some preliminary findings.

scholarly journals EFFECT OF COVID-19 ON SCHOOL EDUCATION SYSTEM: CHALLENGES AND OPPORTUNITIES TO ADOPT ONLINE TEACHING AND LEARNING

2020 ◽  
Vol 8 (6) ◽  
pp. 10-17
Author(s):  
Sunayana Garg ◽  
Diwakar Aggarwal ◽  
Sushil Kumar Upadhyay ◽  
Gautam Kumar ◽  
Gulbir Singh
Keyword(s):  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Training System ◽  
School Students ◽  
Global Epidemic ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Teaching Learning

Purpose of Study: Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), deals with Coronavirus Disease 2019 (COVID-19) has instantly spread worldwide, leading to an episode of intense irresistible pneumonia. The COVID-19 pandemic has created a phenomenal change in educational teaching-learning framework globally. Other than financial and social effects, there is a difficulty in adopting new online education systems by stakeholders of academic institutions. Methodology: The review presented here is based on the platinum open access literature focusing on the adoption of the online education system during the current pandemic situation. This compilation of the findings is based on a systematic review published by the scholars of the relevant field of research targeted to opportunities and challenges in adopting ICT (Information and Communication Technology) and online teaching-learning pedagogy.  Main Findings: Specifically, school students need to deal with various sorts of ecological, electronic, and mental battles because of the COVID-19 pandemic. The whole education system from elementary to tertiary level has been imploded during the lockdown time of the COVID-19 in India and worldwide. The New Education Policy (NEP) 2020 has been delivered by the recently renamed Ministry of Education. The approach has given another face to the Online Education System in India. Applications of this study: The finding of the current investigation is a portrayal of opportunities and challenges in receiving the online teaching-learning education system by the public and private educational institutions. It will help in the planning and development of strategies to handle the challenges and opportunities of e-learning during the current global epidemic. Novelty of the study: The authors endeavored to address the web-based learning and teaching in the school training system in the midst of the COVID-19 pandemic. The capacity of offered resources in academic organization effectively changed conventional education into online schooling with the help of virtual classes and other urgent online gadgets in this reliably moving instructive scene.

Identifying Design Interventions in Cities for Urban Sustainability

2018 ◽  
Author(s):  
Mohit Arora ◽  
Felix Raspall ◽  
Arlindo Silva
Keyword(s):  
Built Environment ◽  
Research Methods ◽  
Urban Growth ◽  
Design Research ◽  
Urban Sustainability ◽  
Descriptive Study ◽  
Urban Systems ◽  
Demolition Waste ◽  
Material Reuse

Cities have been the focus of recent sustainability and climate change mitigation efforts primarily because of unprecedented urban growth and ever-increasing resources consumption. A worrying trend has been the ever-decreasing life of buildings in cities because of premature building obsolescence. Premature building obsolescence has been cited as the major driver of demolition waste which accounts for more than 40% of total waste generated annually. This waste stream poses a bigger challenge as the pressure on natural resources increases with urban growth. A traditional way of looking at the urban sustainability has been from the perspective of the environmental sciences and waste management methods. Analyzing urban areas with design science perspectives could provide novel insights to improve existing resource consumption patterns and transform sustainability growth in cities. This study focuses on the problem of demolition waste arising from the premature building obsolescence in cities. It applies a design research methodology framework for identifying existing problems associated with demolition waste and generating strategies to transform cities into more sustainable urban systems. In the problem clarification phase, a detailed literature review was supported with stakeholder’s interviews to identify the state-of-art for building demolition process and demolition waste. Research was further extended to descriptive study-I phase to carry out a demolition case study and generate support tools to enable transformation in the existing scenario for achieving a desired state. Singapore, a dense city state of South-East Asia has been taken as a case study in this research. Results show that applying design research methods could help open-up a new dimension to solve urban sustainability challenge for built environment. It highlights that material reuse could lead to significant improvement in the built environment sustainability but the challenge associated with realization of material reuse practice needs to be addressed. Descriptive study-I concludes with the strategies on creating a reuse market through entrepreneurial innovation and an alternative material supply chain of secondary materials for regional housing demand. These results highlight the role of design research methods for tackling complex systems level problems in cities.

scholarly journals Retraction: Challenges and opportunities of hydrothermal carbonisation in the UK; case study in Chirnside

RSC Advances ◽  
2021 ◽  
Vol 11 (54) ◽  
pp. 33938-33938
Author(s):  
Eloise Bevan ◽  
Jile Fu ◽  
Ying Zheng
Keyword(s):  
Challenges And Opportunities ◽  
Hydrothermal Carbonisation ◽  
The Uk

Retraction of ‘Challenges and opportunities of hydrothermal carbonisation in the UK; case study in Chirnside’ by Eloise Bevan et al., RSC Adv., 2020, 10, 31586–31610, DOI: 10.1039/d0ra04607h.

scholarly journals “It Helps if You Think of Yourself as a Radio Presenter!” A Lefebvrian Commentary on the Concerns, Conflicts and Opportunities of Online Block Teaching

2021 ◽  
Vol 8 (1) ◽  
pp. 18-35
Author(s):  
Ben Harkin ◽  
Chrissi Nerantzi
Keyword(s):  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Teaching Approach ◽  
Future Research ◽  
Learning And Teaching ◽  
Student Dialogue ◽  
Challenges And Opportunities ◽  
Online Spaces

The COVID-19 pandemic has generated shifts in how higher education provision is offered. In one UK institution block teaching was introduced. This way of teaching and learning has brought new challenges and opportunities for staff and students. To date, little research or theoretical discussion has investigated how this hybrid approach or differences between tutors and student can arise in the use of online teaching spaces (OTS) within a block-teaching format. The present paper focuses on the institution-wide implementation of an online block-teaching model at Manchester Metropolitan University in the United Kingdom. With a specific emphasis on observations and reflections on the experiences of undergraduate students’ and staff by one of the authors from the Department of Psychology who employed an online block teaching approach (6 weeks) from the beginning of block 1 during the academic year 2020/21. We provide a novel methodological advancement of Lefebvre’s (1991) Trialectic of Space to discuss how students and tutors jointly produce and experience learning and teaching within an online block teaching approach. Pre-existing behavioural, cognitive and emotional experiences of using online spaces, contribute to the curriculum, student-tutor and student-student dialogue. We also highlight the importance of community within an online block teaching approach. Applications of the Lefebvrian model (1991) to present pedagogical approaches along with avenues of future research are considered.

Student-led fellowships: developing partnerships to identify best practice and promote change

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Ruth Matheson ◽  
Nicola Poole
Keyword(s):  
Student Voice ◽  
Best Practice ◽  
Evidence Based ◽  
Shared Understanding ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Development Unit ◽  
Joint Ownership ◽  
Institutional Drivers

In 2011/2012 Cardiff Metropolitan University instigated a Student-Led Teaching Fellowship Scheme, which unlike other similar schemes sought to develop joint ownership between the University’s Learning and Teaching Development Unit (LTDU) and the Students’ Union (Cardiffmet SU), providing the opportunity for closer partnership working. Through establishing categories and criteria and developing an evidence-based nomination system the Fellowships have provided the opportunity to develop a shared understanding of both institutional drivers and pedagogic practice and have enabled a larger platform for the dissemination of best practice to both staff and students. In capturing the student voice it has been possible to recognise and evidence what students value and use this in a variety of ways to promote best practice. This case study seeks to demonstrate how the Student-led Teaching Fellowships have and can be used to instigate change within the institution together with identifying remaining challenges and opportunities for future development.

Piloting Online Submission and Online Assessment with GradeMark

2014 ◽  
pp. 125-151 ◽  
Author(s):  
Trudy Ambler ◽  
Yvonne Breyer ◽  
Sherman Young
Keyword(s):  
Higher Education ◽  
Implementation Process ◽  
Cultural Transformation ◽  
Student Experiences ◽  
Learning And Teaching ◽  
Online Technologies ◽  
Electronic Assessment ◽  
Online Submission ◽  
Challenges And Opportunities

Online technologies are becoming ubiquitous in higher education and present both challenges and opportunities for those involved in learning and teaching. This chapter reports on the research-enhanced implementation of Electronic Assessment Management (EAM) within one faculty of a university in Sydney, Australia. This research was conducted as a qualitative case study. Questionnaires were used to investigate staff and student experiences of EAM, and the researcher's reflective practice made it possible to capture important details of the implementation process mediated through the researchers as participants. The research found enormous potential in EAM implementation for cultural transformation in learning and teaching. The authors argue that the move to EAM is now a viable option for universities. The combination of a rapidly evolving higher education landscape, evidence from exploring both staff and student experiences of engaging with EAM, and the benefits which the transition offers for the professional development of academics make the use of EAM essential for reasons of both pedagogy and efficiency.

scholarly journals Change in work-family reconciliation policy in France and the UK since 2008: the influence of economic crisis and austerity

2017 ◽  
Vol 33 (1) ◽  
pp. 55-72
Author(s):  
Jan Windebank
Keyword(s):  
Economic Crisis ◽  
Parental Leave ◽  
Policy Area ◽  
Political Actors ◽  
The Face ◽  
Path Dependent ◽  
Work Family ◽  
The Uk ◽  
Economic Constraints

This article compares work-family reconciliation policy since 2008 in two contrasting case-study countries, namely France and the UK, and investigates how post-2008 economic circumstances and austerity measures have interacted with other policy drivers to influence the extent and shape of change in this policy area in these countries. The article demonstrates that work-family reconciliation policy in both countries has been resilient in the face of economic and budgetary problems and progress has been made albeit from different starting points and in path-dependent ways to “degender” parental leave and to improve the affordability of and access to childcare particularly for those on lower incomes. However, it also reveals that in both countries, despite partisan consensus on the need to further develop policy, a combination of economic constraints and the opposition to reform of key social and political actors has put a brake on change.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

scholarly journals Instructor presence in online teaching: challenges and opportunities

2021 ◽  
Vol 127 ◽  
pp. 03002
Author(s):  
Tatiana Leonidovna Kopus ◽  
Elena Sergeevna Mikhalat ◽  
Ekaterina Yurievna Belozerova ◽  
Olga Vladimirovna Meshcheryakova
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Social Presence ◽  
Teaching Practices ◽  
Online Teaching ◽  
Global Scale ◽  
Full Time ◽  
Engagement Strategies ◽  
Instructor Presence ◽  
Challenges And Opportunities

The coronavirus pandemic has affected higher education on a global scale. During the first days of the COVID-19 pandemic, university professors experienced deficiencies to convert their current full-time disciplines into a remote format ensuring learning outcomes. Technology-based communication, which was prevalent in online education during the COVID-19 pandemic, exacerbated the issues associated with social presence. Social presence represents a crucial component of interactions that take place between instructors and students online remotely. This study reviews the social presence, with a focus on the research regarding the online teaching practices that demonstrate their effectiveness and relevance before and during COVID-19. The article begins by exploring the concept of social presence, distinguishing its correlations and interdependencies with other related concepts (empathy, student emotional, cognitive and behavioral engagement, learning outcomes, and motivation). The article offers a review of separate findings that investigate the teaching practices ensuring instructor presence and establishing stable contacts with learners. The data analysis reveals the main features vital for feelings of social presence from the online instructor. They include connectedness as the state of having timely communication with students, instructor responsiveness as the quality of having a quick or positive reaction from the instructor, online learning techniques, ensuring community building and empathy facilitation. Finally, the paper discusses the implications of social presence and the recommendations are given through three engagement strategies: management, connectedness and choice.

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