Teaching in the Post COVID-19 Era
Foreword
About Stefania Giannini – UNESCO Assistant Director-General for Education
Foreword
Reference
About Dr. James Cummins
Foreword
Foreword
Preface
The Challenges
The Opportunities
The Threats and Needs
About this Handbook
Take Part
References
Acknowledgments
Introduction
Contents
Contributors
About the Editors
Part I: Teaching in Crisis Situations
Digital Spaces of Engagement: Perspectives on Using Zoom and Virtual Spaces in Online Classrooms
1 Background
2 Online Student Engagement
3 Lefebvre’s Social Space
3.1 Perceived Space
3.2 Lived Space
3.3 Conceived Space
4 Teaching Context and Students’ Backgrounds
5 Reflections on the Pedagogy of Engagement
5.1 English Language Courses
5.2 Linguistics Courses
6 Conclusion
References
Leading by Example: Leveraging Academic Innovation Centers in Times of Crisis
1 Introduction
2 The Innovation Hub at Florida State University
3 Leveraging the Power of Design Thinking to Solve Complex Problems
4 Leveraging Emerging Technologies to Manufacture Personal Protective Equipment
5 Leveraging Experiential Learning Opportunities Through Online Resources
6 Academic Innovation Centers and the Future of Education in Crisis Situations
References
Empowering Teacher Agency in the North: Reflections on Teaching and Learning and Social Justice in Northern Educational Contexts Through the Lens of COVID-19
1 Introduction and Context
2 Teaching and Teacher Agency Through COVID-19
3 Discussion: Implications for Theory and Practice
4 Recommendations for the Future of Education, Teaching, and Learning
5 Conclusion
References
Proven Practices in Community College Distributed Learning During the COVID-19 Pandemic: An Appreciative Inquiry
1 Background
2 Program Delivery Exploration and Assessment Methodology
2.1 Survey Participants
2.2 Positive Participation
3 Discover and Dream
3.1 Design: Recommendations for Planning and Implementation
3.1.1 Consistent Standards and Expectations for Delivery
3.1.2 Assignment and Test Flexibility
3.1.3 Creative Engagement
3.1.4 Technology Utilization
3.1.5 Communication and Clarity in Instructor Availability
3.1.6 Other Recommendations
4 Delivery: Conclusion
References
Teaching and Learning During COVID-19: Perceptions of Students, Parents, and Teachers in Egypt
1 Background
2 Parity of Participation
3 Background Literature
4 Research Design
5 Findings
5.1 The Ministry of Education and Technical Education Provided Insufficient Support and Resources
5.2 Challenges: Teaching and Learning, Mental Health, and Financial Issues
5.2.1 Disrupted Teaching and Learning
5.2.2 Mental Health and Well-being Issues
5.2.3 Financial Challenges
5.3 Innovations and Solutions
6 Discussion and Implications
References
The Show Will Go On: Theater and Entertainment During Times of Crisis
1 Prelude
2 Performers, Storytellers, and Entertainers: Important in a Troubled World
References
The Digital Divide: An Ongoing State of Emergency in Adult Literacy Programs
1 Background
2 Theoretical Framework
3 Three Layers of the Digital Divide
4 The Online Connection Divide
5 The Online Activity Divide
6 The Online Benefits Divide
7 Impacts on Efficiency, Expertise, and Inclusion
8 Spotlight on Ontario
9 Conclusion
References
Connecting Technology and Pedagogy (CTAP) for Student Engagement and Learning in Higher Education
1 Introduction and Chapter Organization
2 Context and Rationale for the Development of the CTAP-ITIF Project
3 CTAP Model
4 CTAP Principles
4.1 Connect Your Pedagogy to Your Teaching Philosophy
4.2 Learning Outcomes Drive Assessment (Assessment FOR and AS Learning) and Pedagogical Approaches
4.3 Access and Inclusion
4.4 Enhancing Student Engagement and Student Learning
4.5 Importance of Context
4.6 Simple and Scaffolded Design
4.7 Structure and Flexibility
4.8 Creating and Sustaining Communities of Practice
5 OISE-CTAP Project Overview and Methodology
5.1 CTAP Workshops
5.2 CTAP-Pilots-Embedding CTAP Principles in Graduate Courses (Interested Faculty)
5.3 OISE-CTAP COLC
5.4 OISE-CTAP Website (Drinkwater, 2018b)
5.5 Collaborative Community of Inquiry
6 Results
6.1 Student Narrative I: Creating a Culture for Engaged Learning
6.2 Student Narrative II: Deepening the Engagement Through CCCCRR Pedagogical Approaches
6.3 Faculty Narrative III: Capacity Building and Ongoing Collaborative Online Learning Community
7 Implications and Future Directions
References
Teaching Without PANTS! (Pandemic Accelerated, Novel Technology Symptoms): How Affordable Learning Solutions Enabled Rapid Response Instruction
1 Background
1.1 Conceptual Background
1.2 Context and Concerns
2 Student Voices
2.1 Explanation
3 Conclusion
References
“Not in the Same Boat”: Navigating Towards Academic Literacy Teaching During the COVID-19 Crisis
1 Introduction
2 COVID-19: Widening the Inequality Gap During Remote Teaching
3 Reading to Learn: A Pedagogy to Decrease Inequalities
4 How Students Perceived the Process
5 Conclusions and Implications
References
Teaching a Tolerance for Ambiguity as a Response to Crisis Learning Contexts
1 Teaching About, While Living, Discomfort
2 Tolerance for Ambiguity
3 Design Thinking and a Human-Centered Design Workshop
3.1 Designing in/for Chaos
4 Developing Awareness of the Positive Influence of Ambiguity
References
Information and Communication Technology for African Higher Education Institutions: Challenges and Opportunities
1 Introduction
2 ICT in Education: Challenges and Opportunities
3 ICT Professional Development
4 Conclusion
References
Notes from the Portal: Feminist Educational Practices in/Post- Pandemic Art and Design Classrooms
1 Introduction
2 Embracing Messiness
3 Embracing Multiplicity
4 Embracing Reflection
5 Final Thoughts
References
Education Under Attack: An Examination of Education in Emergencies and Strategies for Strengthening Education
1 Overview of Education in Emergencies
2 Direct and Indirect Impact of Disrupted Education
3 Significance of Low-Technology and High-Technology Application to Education
4 Conclusion: Where Do We Go from Here?
References
Power Shifts and Imbalances in Online Teaching Platforms During COVID-19: A Foucauldian Perspective
1 Literature Review and Theoretical Background
1.1 Power and Violence
1.2 The Archive and Ideology
1.3 Violence and In-person Classroom Incivilities
1.4 Surveillance and Discipline
2 Instructor-Student Power Relations in Zoom Classes: Case Studies
2.1 Ideology and Archive
2.2 Power Dynamics
2.3 Violence and Zoom Classroom Incivilities
2.4 Surveillance and Discipline
3 Recommendations
References
Surviving the System: Challenging Resilience in Higher Education
1 Introduction
2 Research Question
3 Resilience
4 Conceptual Frameworks
4.1 Ecological Learning Design in a Community of Inquiry (CoI)
4.2 Care Ethics
5 Literature Review
6 Selection of Discussion Boards
7 Findings
8 Discussion
9 Limitations
10 Implications and Suggestions for Further Research
References
The Impact of COVID-19 on the Right to Education
1 Background
2 Right to Education as a Fundamental Human Right
3 A Deeper Digital Divide Equals a Deeper Learning Crisis
4 Conclusion
References
Reading (Through) COVID-19: Toward a Posthumanist Strategy in Higher Education
1 Introduction
2 The Posthuman Condition and COVID-19
3 Re-reading Education Through COVID-19
References
Values and Ethics in the Teaching Profession
1 Introduction
2 Values and Professional Competence
3 The Education System During the Pandemic
4 New Ethical Challenges After the Pandemic
References
A Global Ethics and Values Framework for Remote Learning During Crisis
1 Background
2 Theoretical Background
2.1 Do Values Matter?
2.2 The Construction of Values
3 Proposed Ethical Values Framework for Remote Learning During Crisis
3.1 Individual Values Domain
3.1.1 Respect
3.1.2 Honesty and Integrit
3.1.3 Motivation
3.1.4 Fairness
3.1.5 Role Mode
4 Social Values Domain
4.1 Communication and Social Belonging
4.2 Emotional Support
4.3 Diversity and Social Justice
4.4 Belongingness
5 Learning and Assessment Values Domain
5.1 Responsibility
5.2 Resilience
5.3 Academic Competence
6 Conclusion
References
Integrating the United Nations’ Sustainable Development Goals into Virtual Exchange
1 Introduction
2 Literature Review
2.1 Synchronous Computer-Mediated Communication (SCMC)-Based Virtual Exchange
2.2 United Nations’ Sustainable Development Goals (SDGs)
3 Research Question
4 Methodology
4.1 Participants
4.2 Procedures
5 Results
6 Discussion
7 Conclusion
References
The New Realm: Present and Future Visions for Teaching and Education Enticing Teaching in the Blended Learning Environment
1 What Is This Ideal Classroom?
1.1 Enticing Teaching
2 A Bridge Between Students and Instructors
2.1 Dynamic Learning
2.2 Rapport
3 Evoking Stimulus = Evoking Unlimited Inspiration for Learning
3.1 Secret Path to Teaching Success: Is It So Secret?
3.2 Tactics: Visual Presentations and Mind Mapping
3.3 Recommendations
3.3.1 Additional E-Tools and Platforms
4 Enticing Teaching and Learning
References
Suggested Platforms
Suggested Tools
Part II: Alternative Course Delivery Modes Modes
Quarantine Cinema: Teaching Film Directing During COVID-19
1 Context
2 Challenges
3 History
4 Cinemas of Resistance
5 Case Studies
6 Conclusion and Discussion
References
Remote Synchronous Delivery (RSD): Lessons Learned from Teaching During COVID-19
1 Background
2 Education in Crisis Situations
3 Remote Synchronous Delivery (RSD)
4 RSD: Evaluation and Implications
5 RSD: Lessons Learned and What Is Next?
References
Teaching Civics/History and English to Adult Lawful Permanent Residents with Limited English Proficiency at Local Libraries: Challenges and Practices During the COVID-19 Pandemic
1 Naturalization of Lawful Permanent Residents with Limited English Proficiency
1.1 Limited English Proficiency: A Leading Barrier to Naturalization
1.2 Number of LEP Lawful Permanent Residents Eligible to Naturalize
1.3 Citizenship Instruction for LEP Lawful Permanent Residents: A Collaborative Effort
2 Integrated Civics/History and ESL Classes Offered by the Oklahoma City University TESOL Program at Local Libraries
2.1 Overview of the Program
2.2 Instruction Prior to the Pandemic
2.3 Challenges of Working with Adult Literacy Learners During the Pandemic
2.3.1 Instructional Changes
2.3.2 Challenges of the Learners
2.3.3 Solutions in Response to Challenges
3 Implications
3.1 Implications for Future Instruction of Adult Immigrant Literacy Learners
3.2 Implications for the Professionalization of Civics/ESL Teachers
4 Conclusion
References
Can You See Me? An Australian University Moves to Emergency Synchronous Delivery
1 Background
2 Case Study
3 Findings and Discussion
4 Conclusion
References
Enhancing Student Participation and Engagement in Remote Learning Environments
1 Introduction
2 Academic Engagement
3 Factors Affecting Students’ Academic Engagement
3.1 Using Active Learning Strategies and Technology
3.2 Using the Flipped Classroom Approach
3.3 Giving Emotional Support to Students
3.4 Student Reflective Self-Assessment of Class Participation
3.5 Students’ Academic Skills and Personality Traits
4 Conclusion
References
Remote Synchronous Delivery for Interior Design Education: The Shift Toward Innovative Paradigms in Design Teaching Approaches
1 Introduction
2 Interior Design Education: Face-to-Face vs Online
3 Remote Synchronous Delivery for Interior Design Education
3.1 Faculty and Student Preparedness
3.2 Delivery Methods and Approaches
3.3 Student Engagement and Activities
3.4 Evaluation and Assessment Methods
4 Reflections and Challenges
References
Blended Learning for Teaching During the COVID-19 Pandemic
1 Literature Review
2 Theoretical Framework
3 Digital Tools: Enhancing Remote Teaching and Learning Through the Screen (Table 1)
4 The Challenges of Teaching Online Synchronous Classes
5 Conclusion and Discussion
6 Recommendations
References
Teaching Quantitative and Non-quantitative Courses: Online and Remote Delivery during the COVID-19 Pandemic
1 Background and Literature Review
2 Teaching Mathematics Online and on Campus
3 Academic Integrity
3.1 The Goals, Concerns, and Issues
3.2 Concerns and Issues
3.2.1 Students’ Adaptation to the New Delivery Mode
3.2.2 Dependency on Internet Connectivity and Devices
3.2.3 Privacy and User Authentication Concerns
3.2.4 Health-Related Issues
3.2.5 Continuity of Class/Full Attendance
3.3 Teaching and Testing Strategies
3.3.1 Teaching Quantitative Courses
3.3.2 Non-quantitative Business Courses
4 Conclusion
References
Internationalization of Higher Education During and After COVID-19: Crossing Borders on a Flying Carpet
1 Internationalization in Higher Education
1.1 IA and IaH
1.2 Emerging Categories
2 COIL
2.1 A Flying Carpet
References
Keeping a School Community Together in Times of COVID-19
1 Background
2 Case Study 1: A Project-Based Learning Experience
3 Planning the PBL
4 Case Study 2: “Stay Home” Project
5 Case Study 3: “A Language Competition” Project
6 Conclusion
References
Resources
Part III: Innovative Teaching and Assessment Paradigms in Crisis Situations
Toward Resilient Online Assessments: Lessons Learned from the COVID-19 Era
1 Motivation and Anticipations
2 An Exploratory Survey
3 Online Assessment Models: A Critical Review
4 Conclusion
5 Recommendations
References
Best Practices for Building Faculty Presence and Student Engagement
1 Redefine Your “Why?” to Include Empathy
2 Break That Ice with Reverse Introduction
3 Level Up the Content!
4 Use LectureBits and BabyClips
5 Encourage Learning Through Collective Vulnerabilities
6 Leverage Social Media to Develop 360° Communication
7 Be the Brand
8 Game On!
9 Optimize the Medium
10 Conclusion
References
Using Cognitive Tools in Imaginative Assessment for Learning in Higher Education: Engaging Learners in Times of Calm and Crisis
1 Imaginative Education
1.1 Case One (Graduate Course)
1.2 Case One: Instructor Observation and Student Feedback
1.3 Case Two (Undergraduate Course)
1.4 Case Two: Instructor Observation and Student Feedback
2 Discussion (Fig. 1)
3 Looking Forward
References
Faculty and Students’ Perceptions of Simulation as a Learning Approach in Nursing Education: A Discussion in Light of COVID-19 and Physical Distancing Constraints
1 Introduction
2 Theoretical Background
2.1 Benner’s Novice to Expert Model (1982)
2.2 Kirkpatrick Model (1959; 1994)
3 Methodology
3.1 Search Parameters
3.2 Inclusion and Exclusion Criteria
3.3 Description of the Sample
4 Findings
4.1 Cognitive Learning
4.2 Psychomotor Learning
4.3 Affective Learning
4.4 Social Learning
5 Discussion
6 Conclusion and Recommendations
References
Leveraging an Essentials and Extension Assessment and Evaluation Model to Differentiate in Pandemic Learning
1 Introduction to the New Brunswick Context
1.1 School Closure and Student Support
2 Pre-COVID-19
3 Pandemic Teaching in NB
3.1 Reflections on Teaching and Learning in a Pandemic
4 Further Challenging Questions
References
Online Assessment and Feedback Practices: Virtually Narrowing the Distance
1 The Importance of Assessment and Feedback in the Learning Process
2 Face-to-Face Versus RSD and Online Assessment and Feedback
3 Best Practices
4 Conclusions
References
Achieving Success in Online Teaching and Learning: Strategies
1 Student Engagement in Online Delivery
2 Conceptual Background
3 Strategies and Activities in Online Delivery
3.1 Understand the LMS
3.2 Connect with Students Early
3.3 Using a Variety of Ways to Connect with Students
4 Conclusion
References
AFL Students’ Perceptions of the Use of an Interactive Digital Platform to Enhance Reading Strategies: An Activity Theory Perspective
1 Introduction
2 Theoretical Framework
3 Literature Review
3.1 CALL and Reading Skills
3.2 Interactive Platforms and Reading Skills
4 Research Questions
5 Research Design
5.1 Context and Participants
5.2 Data Collection and Analysis
5.3 Tool Description and Usage
6 Findings
6.1 Awareness of the Arabic Reading Strategies
6.2 The Power of Peer Support
6.3 Better Reading Skills
6.4 Mastering the Platform
6.5 Division of Labor Community: Rule Relationship
6.5.1 Community of Learning
6.5.2 Teacher’s Presence
7 Discussion and Implications
8 Conclusion
References
Navigating the Shift from Language Instructor to Instructional Designer: How Foreign Language Pedagogy Can Adapt in the Age of E-Learning
1 Background
2 Scalable and Adaptable Models for Language Courses in the Age of Remote Learning
3 Case Study: A Blended Learning Italian Course
4 Communicative Language Teaching Strategies in the Virtual Classroom
5 Bridging the Interpersonal Gap
6 Conclusion
References
Writing and Reading Fiction Behind the Lines: Creative Learning on the Home Front
1 Thinking and Social Isolation
2 Writing and the Body
3 Reading and the War Front/Home Front
4 Writing and Finding Voice
5 Writing and Trauma/Recovery
References
No One Wants to be a Host of Ghost Sessions: Techniques to Improve Student Engagement and Active Participation
1 Background
1.1 Starting a Session to Build Confidence
1.2 Creative Transformation in Learning Activities
1.3 Collaboration Versus Competition (Real Versus Fake Challenge)
1.4 Sample – Collaboration Versus Competition (Fig. 1)
2 Storytelling from Images (Collaborative Learning Cycle)
2.1 Case-Based Scenarios: Applied Drama and Role-Play
2.2 Additional Learning Activities
3 Conclusion
References
Using Gamification to Promote Students’ Engagement While Teaching Online During COVID-19
1 Introduction
1.1 Objectives
1.2 Significance
2 Conceptual Framework
3 Research Methods and Instruments
3.1 Participants
3.2 Local Contexts and Issues
3.3 Data Collection and Findings
4 Implications and Recommendations
Appendix 1
References
The Quality of Teaching During the COVID-19 Era and Beyond
1 Literature Review
2 Theoretical Framework
3 The Study
3.1 Research Design and Methodology
3.2 Data Collection Procedure and Analysis
4 Results
4.1 Synchronous Classes
4.2 Asynchronous Classes
5 Opportunities
5.1 Synchronous Classes
5.2 Asynchronous Classes
6 Challenges
6.1 Synchronous Classes
6.2 Asynchronous Classes
7 Discussion
8 Recommendations
References
Reflective Inquiry on Early Years Pedagogy: Distance Learning and Teaching in the Post-COVID-19 Era
1 Background
1.1 Context
2 Play-Based Learning in a Culture of Inquiry: Shifting the Paradigm through Distance Learning
3 The Learning Environment: Environment as Third Teacher
3.1 Relationships with Students in a Virtual Learning Environment (VLE)
4 Assessment for and of Learning
5 Equity
5.1 Access to Technology
5.2 English Language Learners
5.3 Students with Special Education Needs
6 Mental Health and Well-Being
7 Teacher Capacity
8 Implications and Recommendations for Early Years Teaching in Future Critical Situations
References
An Emergent Course Design Framework for Imaginative Pedagogy and Assessment in Higher Education
1 Introduction
2 Situating Ourselves
3 Conceptual Background
4 Innovative Teaching Solutions
5 Emergent “Imaginative Course Design Framework” in Action
6 Example 1: Brown Bag Metaphor
7 Example 2: Teacher Interview
8 Example 3: Inquiry in Action
9 Concluding Thoughts
10 Personal Critical Analysis
Appendix A
References
How Digital Technologies Are Taking Shape in the Teaching-Learning Process: COVID-19 and Beyond
1 Background
2 Theoretical Background
3 Synchronous and Asynchronous Technologies: Challenges and Advantages
4 Implications and Recommendations
References
Creating a Global Virtual Tandem Community Through Technology and Experiential Learning
1 Background
2 Purpose
3 Literature Review
4 Project Learning Objectives
5 Project Implementation
6 Data Analysis and Findings
7 Conclusion
References
COVID-19: An Opportunity to Deindustrialize Writing Education
1 Imagining a Postindustrial Writing Education in Response to COVID-19
2 From Lecture-Based Pedagogy to Dialogic Mentorship
3 Flexible Course Timelines
4 Online Writing Skill Pools
5 Embedding Writing Seminars in Other Courses
6 Embracing Out-of-School Intellectual and Cultural Mentors
7 Bringing Multimodal Writing to Center Stage
8 Conclusion
References
Shortening the Learning Curve for Learners and Educators: Solutions in the Times of COVID-19
1 The Context and the Solutions
2 Discussion
2.1 Disadvantages of Using Technology (Gorenko, 2020)
2.2 Advantages of Using Technology
2.3 Experiences at Other Educational Institutions
2.4 Experiences of Our Students
3 Conclusion
References
Effective Storytelling to Engage Learners: Once Upon a Time
1 A Good Story
1.1 Story as a Tool
1.2 Significance
1.3 Adaptation
2 Individuality
3 Story and Instructor Bias Concerns
4 Meaning and Connection
5 Stress Factors and Meditation
References
Part IV: Teacher Education and Leadership in Crisis Situations
Responding to Adult Learner Student Needs in the COVID-19 Pandemic: Modifying Online Graduate Courses in Education to Seize Teachable Moments
1 Background
2 Understanding Student Needs During the Pandemic
3 Actions Taken
4 Check-in Meetings
5 Re-evaluating Learning Outcomes
6 Capitalizing on Teachable Moments
7 Conclusion and Recommendations
References
A Process-Content Approach in Faculty Development: Transitions to Remote Synchronous Delivery in Higher Education
1 Context
2 Conceptual Framework: The Process Is the Content
3 Teacher Development Workshops
4 Follow-Up Activities and Resources
5 Conclusion
References
Resources
Educational Leadership at the Time of Crisis: Lessons Learned from the COVID-19 Pandemic
1 Introduction
2 Impact on Education
3 Educational Leadership at a Time of a Pandemic
3.1 Leadership Styles
3.2 Personal Characteristics and Competencies
3.3 Preparedness and Contingency Planning
3.3.1 Budgetary Considerations
3.3.2 Business Continuity Planning (BCP)
3.3.3 Partnerships with Community Members, Businesses, and Policymakers
4 Handling Crises Effectively in the Future
4.1 Prompt and Responsive Decision-Making
4.2 Effective Communication
4.3 Outstanding Managerial Capacity
4.4 Sincere Advocacy for Communities in Need
4.5 Swift Transitioning
5 Conclusion
References
Online Teachers from Offline Worlds: Lessons Learned
1 Background
2 Conceptual Framework
3 Emerging Practices
4 Results
5 Conclusions
References
LearnIT2teach: Teacher Training and Online Learning for Newcomers in Times of Crises
1 Background
2 Methodology
3 Findings
3.1 Teacher Training
3.2 Learner Courseware
3.3 Project Portal
3.4 Teacher Feedback
3.5 Student Feedback
4 Discussion
5 Implications and Recommendations
References
Working Toward Equity and Engagement in an Online Course for Future K-12 Teachers
1 Course Transition and Context
2 Conceptual Framework
3 Our Methodology
4 Our Conversations
4.1 Conversation 1: Our Transition Process
4.2 Conversation 2: Planning for Effective Engagement in the Course
4.3 Conversation 3: Centering Equity in the Course
5 Conclusion
References
Fostering Increased Understandings of Educational Caring in Research and Practice: COVID-19 and Beyond
1 Living and Working Through Extraordinary Times
2 Concerns and Issues
3 Exploring the Landscape of Educational Care
3.1 The Importance of Reciprocity and Meanings of “Caring” Held by Students
3.2 Toward Researching Reciprocal Understandings of Caring in Practice
4 Concluding Thoughts
References
The Evolving Role of the Teacher-Student as a Guide in the Quest for Purpose
1 The Measure of All Things
1.1 Conceptual Background
1.2 Methodology and Recommendations
2 Key Dimensions of Teaching-Learning as a Collaborative Journey
2.1 Cross-Pollination
2.2 Digital, Remote, and Decentralized Learning
2.3 The Learning Renaissance
2.4 Accessibility, Vastness, and Extemporaneousness
3 Conclusion
References
Developing English Language Teachers and Language Teaching in a Time of Pandemic
1 Introduction
1.1 Unpacking English Language Teaching (ELT) and Development
2 ICT4D and Emergency Education
2.1 Adopted ICT4D Guidelines
2.2 What the Distance and Higher Education Literature Can Tell Us
3 Concepts in Practice
3.1 Remote Professional Development During the Pandemic
4 Conclusion
References
Making the Strange Familiar and the Familiar Strange: A Critical Reflection on Teacher Educators and the Coronavirus Crisis
1 Introduction
2 Framework
3 Critical Reflection
4 Pedagogy: Making the Strange Familiar and the Familiar Strange
4.1 Familiar
4.2 Strange
5 Application
6 Implications
References
Emergency Response to Digital Pedagogy: A Simple Blueprint for Transitioning Online
1 Introduction
2 The Context
3 How Distance Education Might Be Employed
4 Blueprint Details
4.1 Learning Outcomes (Focusing, Committing)
4.2 Content (Sensing, Observing)
4.2.1 Finding and Adapting Content and Instructional Material
4.2.2 Creating Content and Filling Gaps
4.2.3 Evaluating Content and Instructional Material
4.3 Application (Processing)
4.4 Evaluation (Integrating)
5 Leadership in Digital Pedagogy
6 Conclusion
References
Part V: Supporting Mental Health in Times of Anxiety
Poetry and Prose: Mediating and Modeling Faculty Member Mental Health and Wellness
1 Mental Health and Wellness in Post-Secondary Education
2 A Case Study in Building Mental Health and Wellness Creative Capabilities
3 Methods and Methodology
3.1 Poetic Inquiry
3.2 Data and Analysis
3.3 Conceptual Framework
4 Themes and Trends
4.1 Ecological Framework for Teacher Well-being
4.1.1 Individual Factors
4.1.2 Contextual Factors
4.2 Relationships and Mental Health and Wellness
5 Concluding Pedagogical/Andragogical Solutions and Strategies
References
Addressing the Mental Health and Learning of Students in Canadian Higher Education Institutions During the COVID-19 Pandemic and Beyond: An Integrated Model
1 Mental Health and Learning of Students
2 Student Retention, Success, Resilience, and Long-Term Sustainability
3 Stigmatization and Barriers to Mental Health Help-Seeking Behaviors
4 Integrated Model to Support Mental Health and Learning
4.1 Self-Regulation to Address Individualized and Interdependent Needs
4.2 Institutional Regulation for Integrated and Collaborative Service Delivery
5 Adaptability and Sustainability
References
The School Counselor’s Role in a Post-COVID-19 Era
1 Background: A Period of Transition
2 Initial Challenges
3 Compliant Online Platforms
4 Developing Technology Proficiency
5 Effective Communication: Creating Access and Stability
5.1 Social Media, Newsletters, and Websites
5.2 Parent and Student Communication Through Emails
5.3 Phone Communication
6 The Three Domains of School Counselors
7 Career and Academic Development
8 Social-Emotional Learning (SEL)
9 Remote Crisis Situations
10 The Challenge of Returning to School
10.1 Referrals
11 Reconnecting with At-Risk Populations
12 Implications and Recommendations
References
Measuring Optimal Psychological Conditions for Teaching and Learning in Post-COVID-19 Education
1 A Context of Change
2 Positive Education
3 The Positive Workplace Framework, Mental Fitness Needs, and Resiliency Assets
3.1 Mental Fitness
3.2 Resiliency
4 Measuring Mental Fitness and Resiliency
5 Conclusion
References
Students’ Emotional Considerations and Mental Health During Crises
1 Students’ Emotional Considerations
2 Background
3 Education and Vulnerable Students
4 Concerns
5 Determinants of Students’ Mental Health and Well-Being
6 Conceptual Background
7 What Teaching, Technological Solution, or Innovation Addressed
8 Limitations and Recommendations
9 Conclusion
References
The Role of Instructors in Reducing the Impact of COVID-19 on International Students
1 Background
2 Impact of COVID-19 Pandemic on Mental Health of International Students
3 Factors Affecting the Mental Health of International Students
4 The Role of Instructors in Supporting Students
5 The Real-Life Experiences of Professors and Students during COVID-19
6 Techniques for Stress Reduction
7 How Instructors Can Make Teaching Sessions More Innovative and Engaging
8 Conclusion
References
Engaging Learners by Supporting Their Emotional Needs During COVID-19 and Crisis Situations
1 Background
2 Online Learning and Emotions
3 Case Study
4 Methodology and Focus Groups
5 Research Findings
6 Strategies for Enhancing the Online Learning Experience
7 Creating a Safe Psychological Environment
8 Leadership and Resilience
9 Empowering Learners and Supporting Their Participation
10 Conclusion
References
Cyber-Empathy: Teaching Counseling Skills in the Post-COVID Era
1 Transformation of Empathy
2 Development of Compassion
3 Empathy from a Distance
4 Counselor Training and Empathy
5 Levels of Empathy
6 Cyber-Empathy
7 Conclusion
References
Index