Synchronous and Asynchronous Approaches to Teaching: Higher Education Lessons in Post-Pandemic Times

✍ Scribed by Payal Kumar (editor), Jacob Eisenberg (editor)

• Publisher: Palgrave Macmillan
• Year: 2023
• Tongue: English
• Leaves: 308
• Category: Library

✦ Synopsis

This book examines synchronous and asynchronous teaching in light of the COVID-19 pandemic. Within a few weeks, millions of teachers found themselves forced to teach online, often with little systematic preparation and in their own homes. While this mode of teaching was earlier seen to be supplementary to brick-and-mortar classes, online teaching has become pivotal to the classroom experience. The chapter authors write of shared experiences that encapsulate the challenges faced by faculty, students and also higher education institutions. The book covers what worked, what did not work and what had to be changed during the rapid shift to online synchronous and asynchronous teaching during the lockdowns. Comprising both theoretical and practical perspectives, this book provides one of the first authoritative analyses of the field, while gathering lessons to be learned from the pandemic.

✦ Table of Contents

Foreword
Contents
Notes on Contributors
List of Figures
List of Tables
How Teachers Around the World Realigned Classrooms and Pedagogical Tools for Online Consumption
1 Introduction
2 Two Major Book Parts
3 Part I: Faculty Lived Experiences and Programme Design
4 Part II: Learning Approaches and Pedagogical Practices
5 Future Research Implications
Reference
Part I: Faculty Lived Experiences & Programme Design
Exploring Social Learning Theory in Synchronous Design for Engagement in Online Learning
1 Introduction
2 Designing for Adults to Learn Online
3 Social Learning Theory Applied to Online Learning
4 Dialogic Learning
5 Methodology
6 Our Personal Narrative and Reflections
6.1 Creating Social Learning
6.2 Clear Rituals and Signals to Create Social Spaces
7 Conclusion
References
On Becoming a Qualitative Researcher: Transformative Learning Theory in an Online Research Course
1 Introduction
2 Theoretical Framework
3 Qualitative Course Sequence: Design of the Two-Term, Online Delivery
4 Learning Activity: Researcher’s Philosophy
4.1 Learning Activity: Journaling
4.2 Learning Activity: Qualitative Observations
4.3 Learning Activity: Qualitative Interviewing Skills Development
4.4 Learning Activity: Pilot Study
4.5 Learning Activity: What Have I Learned about Becoming a Qualitative Researcher
5 Application of the Transformative Learning Practices to Course Experiences
5.1 Practice 1: Cultural Responsiveness
5.2 Practice 2: The Conscious Use of Activities that Promote Learner Self-Reflection
5.3 Practice 3: The Application of Critical Thinking Skills
5.4 Practice 4: Empathic Dialogue (Peer-to Peer-Feedback)
5.5 Practice 5: Praxis (Reflection on Action)
6 Implications
7 Conclusion
References
Teaching Courses Online: Practical Implications from an International University Teachers’ Survey
1 Introduction
1.1 What Can We Learn from This Experience of Online Teaching?
2 Literature Review
3 Survey Design
4 Survey Evidence
5 Concluding Remarks
References
Flourishing Or Languishing? Exploring the Lived Experiences of Faculty Negotiating the Challenges of Synchronous and Asynchronous Delivery
1 Introduction and Review of Literature
2 Research Design and Methods
3 Results: The Flourishing—Languishing Cline
3.1 Flourishing Individual Profiles
3.2 Languishing Individual Profile
4 Cross-case Analysis and Discussion: En Route to Flourishing
4.1 Setting Off: Two Trajectories
4.2 Finding a Way: Navigating Turbulence
4.3 The Fog Lifts: The Emergence of Flourishing
4.4 The Influence of Gender
5 Findings & Recommendations
6 Limitations and Recommendations for Further Research
References
The Global Leadership Program: Adapting a Leadership Development Program for Graduate Business Students in the Pandemic and Post-Pandemic Periods
1 Introduction
2 The Institutional Context
3 Introducing the GLP
3.1 Guiding Design Principles
4 Envisioned Pre-Pandemic: New Challenges, Emerging Opportunities
5 Completing the Global Leadership Program during a Global Pandemic: The Student Perspective
5.1 Evaluating the GLP Program
5.2 Motivations for Enrolling on the Program
6 Challenges of Completing a Cocurricular Leadership Development Program during a Global Pandemic
6.1 Factors that Contributed to the GLP Success
6.2 Structure and Design
6.3 Flexibility and Student-Focus
6.4 Programmatic and Personal Support
6.5 Community
6.6 Reflection
7 Achievement of the GLP Outcomes
7.1 Competencies Development and Career Enhancement
7.2 Leadership Skills
7.3 Confidence
7.4 Networking
7.5 Additional Programme Outcomes
8 Lessons Learned and Program Changes Implemented to Support a Return to On-campus Learning
8.1 Community
8.2 Connection
8.3 Collaboration
8.4 Recognition and Co-creation
9 Conclusion
References
Part II: Learning Approaches & Pedagogical Practices
Experiential Learning in an Online, Asynchronous Business Ethics Course
1 Introduction
2 Method
3 Kolb’s Experiential Learning Theory
3.1 Kolb’s EL Cycle
3.2 EL Learning Style Types
4 Teaching Roles Corresponding to EL Cycle Phases and Associated Learning Style Types
4.1 Rationale for Using the EL Cycle
5 Focus, Content and EL Processes of the In-Person Version of the EL Course
5.1 Focus of the In-Person Version of Course
5.2 Content of the In-Person Version of the Course
5.3 EL Processes for the in the In-Person Version of the Course
6 Challenges with Transitioning to an Online, Asynchronous, EL Course
7 EL Processes Within the Online, Asynchronous Course in Behavioral Business Ethics
8 Lessons Learned
9 Summary and Directions for Future Research
References
Weathering the (Covid-19) Storm: Insights from Business School Instructors on Integrating Experiential Learning into Online Courses at the Outset of the Pandemic
1 Introduction
2 Literature Review
3 Experiential Learning in Online Environments
4 Teaching in Times of Crisis: From Planning to Improvisation
5 Methods
5.1 Sample and Procedure
5.2 Data Analysis
5.3 Findings
Second, educators were intensely mindful of the potential risks for their students of integrating EL into the online courses. In light of their previous experience with EL, instructors took several learning-related and personal/emotional risks into c
…While Being Mindful of Potential Learning and Emotional Risks for Students
6 Discussion
6.1 Practical Implications
6.2 Strengths and Limitations
7 Conclusion
References
Pedagogic Practices for Student Engagement During COVID-19 Pandemic in an Introductory Course of Economics
1 Introduction
2 Pandemic Context
3 Austral University Context
3.1 Subject Context
4 Literature Review
5 Methods
6 Results
7 Conclusions
References
Gamification for Synchronous and Asynchronous Learning
1 Introduction
2 The Concept of Gamification
3 Origin: From Games to Gamification
4 Gamification: Concept and Domain
5 Gamification Research: Emergent Themes
5.1 Effectiveness of Gamification
5.2 Mechanism of Gamification: Components and Frameworks
5.3 Outcomes of Gamification: Instrumental and Experiential
5.4 Theoretical Basis of Gamification: Flow Experience
6 Implications and Future Research Directions in Gamification
7 Conclusion
References
Pivoting to Online Experiential Learning During the Pandemic: Three Leadership Exercises
1 Introduction
2 Leadership Education and Experiential Learning
3 Exercise 1: Crisis Leadership and External Corporate Communications
3.1 The Crisis Leadership Playbook
3.2 Logistics
3.3 The Transition from Face-to-Face to Online Setting
3.4 Methods
Participants
Materials
Procedure
3.5 Findings
4 Exercise 2: Creating Leadership Correspondence
4.1 Creating Correspondence Exercise
Step 1: E-Mail Scenarios
Step 2: Group Reflection on Organizing Correspondence
4.2 Methods
Participants and Materials
Procedure
4.3 Findings
5 Exercise 3: Teaching Flexible Leadership Via a Simulation and Self-Reflection
5.1 Flexible Leadership Exercise
Step 1: The Simulation
Step 2: Individual Self-Reflective Essay
5.2 Findings
6 Online Experiential Learning for Leadership Education
Appendix
References
Blended Freshman Electronics Labs
1 Introduction
2 Goals of Laboratory Exercises
2.1 Initial Impact of the Pandemic on the Module
2.2 Simulated Labs in Engineering
3 Online Alternatives
4 Return to Campus and Blended Labs
4.1 Assessment in Light of the Pandemic
5 Results
6 Conclusions
References
Learning Experience Design (LXD) of Language and Content Modules: Insights from Students and Instructors
1 Introduction
2 The Module Design Process
2.1 Pedagogical Approach Underpinning the Module Design
2.2 Learning Experience Design (LXD)
3 Autonomous Learning Resources
4 Methodology
4.1 Results
Navigation and Accessibility
Module Topics and Teaching Approach
Assessment and Feedback
Autonomous Learning
5 Conclusion
References
Index