Agile Learning Environments amid Disruption: Evaluating Academic Innovations in Higher Education during COVID-19

Foreword 1
Foreword 2
References
Contents
Notes on Contributors
List of Figures
List of Tables
1: Introduction: Academic Innovations in Disruptive Learning Environments and the Power of Research-informed Case Studies
	Background
	Academic Innovations: A Brief Overview
		Academic Innovations in Higher Education Milieu
		Towards a Simple Definition of Academic Innovations
	Educationally Principled Appraisals and the Power of Research-informed Case Studies
	The Trajectory of this Edited Volume
		Part I: Taking an Institutional Perspective to Learning amid Disruption
		Part II: Redesigning Whole Programmes to Meet Challenges of Remote Learning
		Part III: Focusing Pedagogic Design in Remote and Blended Curricula
		Part IV: Restructuring Assessment and Feedback for Online Pedagogies
		Part V: Supporting Student Learning and Wellness in Lockdown
	Summary
	References
Part I: Taking an Institutional Perspective to Learning amid Disruption
	2: Interrogating the Established Knowledge and Practice Base of COVID-19 Higher Education Learning
		Introduction
		Theme-1: Taking an Institutional Perspective to Learning amid Disruption
		Theme-2: Redesigning Whole Programmes to Meet the Challenges of Remote Learning
		Theme-3: Focusing on Pedagogic Design in Remote and Blended Curricula
			First Level: Foundational Level Competence
			Second Level: Innovative Design and Sustainability of the Curriculum
		Theme-4: Restructuring Assessment and Feedback for Online Pedagogies
		Theme-5: Supporting Student Learning and Wellness in Lockdown
		Conclusion
		References
	3: Exploding Hierarchies for Educational Change: Leveraging ‘Third Spaces’ within Solent University’s Transformation Academy
		Introduction
		Contextual Background
		Research and Evaluation Procedure
		Results and Findings
			Collaborative Working
			Broadening Roles and Widening Perspectives
			The Breaking Up of Usual Reporting Lines
			The Capacity to Engender Change
		Long-term Impacts
		References
	4: Evaluating Microlearning: A Cross-faculty Case Study of a Sino-foreign University
		Background
		Challenges Presented by Lockdown
		Microlearning
		Learning Analytics
		Panopto
		Case Study 1
		Case Study 2
		Discussion and Implications
		Recommendations
		References
	5: Embedding Mental Wellbeing in Lockdown: An Increased Priority during a Pandemic
		Introduction
		Agility to Change the Plan
			Expanding the Student-facing Online Hub
			New Resources to Support Embedding Mental Wellbeing in the Virtual Classroom
			Enhancing Staff Training around Professional Boundaries and Mental Health Matters
			Expanding Teacher Training for Greater Focus on Embedding Mental Wellbeing
		Sharing Best Practice to Enhance Embedding Mental Wellbeing in the Curriculum
			Regular Evaluations
		Conclusion
		References
	6: Higher Education during COVID-19: First Response and Challenges in Tamil Nadu, India
		Introduction
		Emergency Online Learning Initiatives in India during COVID-19
		The Study
		Findings and Discussion
			Infrastructural Limitations
			Preparedness for Online Teaching and Learning
			Need for Directed Student Support
			Non-concerted Efforts of Government, Policy Makers and University to Ensure Equity in Online Education
		Implications in the Post-COVID-19 World
		Conclusion
		References
	7: Modelling Learner Engagement through Zoom: Using Situated Learning to Develop Educator Capabilities in Synchronous Online Teaching
		Introduction
		Background
		Research Design
			Contextual Background
			Professional Development Workshops
			Evaluation Procedure
		Results and Discussion
			Authenticity of the Environment
			Authentic Activities
			Access to Expert Performances and Modelling of the Processes
			Multiple Roles and Perspectives
			Articulation
			Coaching and Scaffolding
			Collaborative Construction of Knowledge
		Conclusions and Recommendations
		References
	8: Life in the New Normal: A Critical Analysis and a Case Study of the Online Intercultural Exchange
		Introduction
		The Significance of Intercultural Exchange
		Virtual Intercultural Exchange
		The Role of English as a Lingua Franca (ELF) in Online Exchange
		Background and Context of the Study
		The Case Study
		The Case Study Evaluation
			Alternative Approach to the Cultural Exchange
		Teaching Intervention Needed
		Awareness of English as a Lingua Franca (ELF)
		Conclusion
		References
	9: Supporting Multidisciplinary Transitions to the Blended Environment: Innovations and Challenges for Lecturers
		Introduction
			Innovative Approaches
			Communication Tools
			Interactive Teaching Resources
			Remote Alternatives to Practical Pedagogies
		Challenges
			Technology and Access to Resources
			Time Pressures
			Loss of Networks
		Discussion: Lessons Learned
		References
	10: We Close on Friday: A Case Study Pivot to Online Learning and Beyond at a UK Higher Education Institution
		Introduction
		A Brief Overview of the Institution
		Phase 1: Initial Reaction to the COVID Crisis
		Phase 2: Contextually Effective Change—Our Considerations
			What was the Rationale for a Community Approach?
		Phase 3: Moving Forward to a New Digital Reality
		Evaluation
		Themes Emerging from Our Evaluation
			Confidence: With Online Learning and Technology
			Communication: From Us as the Authors and Cascaded Institutionally from Senior Managers
			Change: How It is Managed and Experienced
			Workload Demands: With the Change to Online Learning and Supporting Students
			Systematic Difficulties: Software and Institution Processes
		Doing Change to or with Colleagues?
		Scholarship on Long-term Impacts and Recommendations
		References
	11: Exploring Perceptions of Social Presence among Researching Professionals
		Introduction
		Contextual Background
			The Professional Doctorate Programmes at the Open University
			Defining Social Presence
			Enhancing Social Presence during the Pandemic
		Research Approach
			Online Survey
			Focus Group Discussion
			Structured Responses: The Survey
			Unstructured Responses: Focus Group Discussion and Open Survey Questions
				Theme 1: Ability
				Theme 2: Opportunities
				Theme 3: Motivation
		Scholarship on Long-term Impacts
		Conclusion
		References
	12: Implications of COVID-19 on Researcher Development: Achievements, Challenges, and Opportunities
		Contextual Background
		Research Procedure
		Data Analysis
			Facilitators
				Theme: Facilitators
				Theme: PGRs
				Theme: Session Delivery
				Theme: Session Structure
			Postgraduate Researchers
				Theme: PGRs
				Theme: Session
				Theme: Programme
		Scholarship on Long-term Impacts
		References
	13: Redefining the Role of Programme Leadership in Preserving Intended Learning Outcomes during the COVID-19 Crisis
		Contextual Background
		Quality Assurance
		The Teaching and Learning Factor
		The Leadership Factor
		Programme Leadership amid a Pandemic
		Areas of Focus
		Methodology
			Statistical Analytical Processes
		Results and Findings
			Findings
			Support for Quality Assurance Staff
			Staff Knowledge and Expertise
		Discussion
			Communication
			Support for the Quality Assurance Team: Facilitation
			Support for the Quality Assurance Team: Know-how
			Support for the Quality Assurance Team: Compassion
		Conclusion
		References
Part II: Redesigning Whole Programmes to Meet Challenges of Remote Learning
	14: Ready for Anything: Adaptive Curriculum Design for Interdisciplinary Team Projects in Work Integrated Learning
		Introduction
		Context
		Adaptive Curriculum Design
		Evaluation
		Principles of Good Practice
			Project-based Learning
			Project-based Work Integrated Learning
			Interdisciplinary Approaches
			Teamwork and Peer Learning
		Analysis
		Discussion and Final Reflections
		References
	15: Clumsy or Competent? The Social and Cultural Dimensions of Using Blackboard Collaborate at the University of Jeddah in Saudi Arabia
		Background and Research Context
		Learning Culture in Saudi Higher Education
			Potential of Blackboard Collaborate for Supporting Self-regulated Learning
			Preparing Faculty Members to Tackle Cultural Barriers
		Research Design: Qualitative Case Study
		Results and Discussion
			Synthesis 1: Learning Culture in Saudi Arab’s Higher Education and Preparedness of Faculty Members to Use Blackboard Collaborate
			Synthesis 2: Potential of Blackboard Collaborate and Its Use for Teaching Chemistry and Supporting Self-regulated Learning
			Synthesis 3: Constraints and Challenges for Faculty Members in Using Blackboard Collaborate to Support Self-regulated Learning
		Conclusion
		References
	16: Multimodality, Mediation and Communities of Practice: Developing a Sense of Belonging through Digital Communication Tools in a Final-year Journalism Course
		Introduction: The Changing Context of Journalism Education
		Overview: From Journalistic to Teaching Practices
		Methods
			Student Ownership and Relevance to Industry
			Online Socialities and Technological Encouragement
			Importance of Teaching Staff
		Long-term Impacts
		References
	17: Chinese Undergraduates’ Perspectives of an Emergency Shift to Online English Instruction during COVID-19 Pandemic in Wuhan
		Introduction
		Emergency Remote Teaching (ERT)
		Case Context
		The Delivery of ERT in English Writing A2
		Research Procedure
		Results and Discussion
			Students’ Perspectives of the Overall Learning Experience
			Students’ Perspectives of Specific Features of the Course
		Conclusion and Recommendations
		References
	18: An Action Learning-based Approach to Creating and Maintaining Student Engagement Online
		Introduction
		Designing Learning Experiences for Student Engagement
		Learning from Challenging Contexts: Action Learning to Improve Understanding and Practice
		‘Practice what you preach’: Adopting Action Learning to Address the Challenges of the COVID-19 Pandemic
			Cycle One: The Challenge of a Global Pandemic
			Cycle Two: Keeping the Pedagogical Horse before the Technological Cart (after Sankey, 2019)
			Cycle Three: Growing Together
			Cycle Four: Mastering the Learning Space
		Overall Reflections and Key Learnings
		Conclusion
		References
	19: The Impact of COVID-19 on Learning for Final-year Nursing Students
		Introduction
		Background and Context
		Our Study
			Understanding and Interpreting the Evidence to Support Care Delivery
			Reasoning, Decision-making and Intuition for Leadership
			Maintaining Quality and Supporting Improvement in Time of Crisis
			Challenge
			Values and Beliefs in Nursing
		Understanding and Theorising the Impact on Learning
			Expansive Learning for the Formation of Nursing Identity: ‘Acting with integrity’
			Expansive Learning for the Interpretation and Contextualisation for Nursing: ‘Thinking’
			Expansive Learning for the Development of Competent Nursing: ‘Performing’
		Conclusion
		References
	20: Pivoting a Business School’s Teaching Online
		Introduction
		About Us
		Pedagogic Practices Pre-pandemic
		Pedagogic Approach
		Implementation
		Evaluation
			The Initial CPD and the Overall Approach
			Teaching during the First Teaching Period
			Feedback from Staff
			Feedback from Students
		Summary
		References
	21: Designing a Collaborative Online Learning Experience to Train Graduate Teaching Assistants Using a Sociocultural Framework
		Introduction
		Contextual Background
		Our Response: A New Design for Online Learning
		Gaining the Graduate Teaching Assistant Perspective: Research Procedure
		The Graduate Teaching Assistants’ Perspective
			Engagement
			Learning from and with Others
			Communication
		Reflections on Long-term Impacts
		References
	22: Educator Reflection on Online Delivery of Professional Development to Precarious Academic Staff
		Introduction
			Teaching in Higher Education
			UK Professional Standards Framework
		Background
			Academic Development Support at QUT
		Impact of COVID-19
		Research Design
			Reflective Practice Using the UKPSF
			Reflective Questions
		Results and Discussion
			Scaffolding Online Learning and Modelling Active Learning
			Purposeful Design
			Diverse Learners
		Conclusions and Recommendations
			Designing and Planning Online Professional Development
			Facilitating Online Professional Development
			Evaluation and Reflection on Professional Development
		References
	23: Slaying the Dragons: Formal and Informal Collaborative Approaches to Developing the Online Learning and Teaching Identities Required for Running Courses
		Introduction
		Designing and Running an Online Staff Training Module
		Evaluation
		Repurposing the Pedagogic Knowledge for the University’s Response to COVID-19
		Ethical Considerations
		The Learning from this Case Study
		References
	24: Pivoting Professional Recognition—A Community Approach
		Introduction
		Context and Challenges
		Building a Fellowship Community
		Pivoting the Fellowship Community
		Evaluating the Pivot
		Evidence of Value Creation as an Online Fellowship Community
			Immediate Value
			Potential Value
			Applied Value
			Realised Value
		Consolidating Our Learning and Move Forwards
		Conclusion
		References
Part III: Focusing on Pedagogic Design in Remote and Blended Curricula
	25: Learning in Crisis: Analysing a University-wide Transition to Microlearning Using Infographics
		Introduction
		The Case of THE University
		Research Methods
		Findings
			Individual Differences
				Differing Perceptions of Infographic Designs
				Learning Styles
			External Effects of University Management
				Dissemination of the Infographics
				Overload of Information
		Discussion: Learning Points from the Findings
		References
	26: Hybrid Delivery of Practical Chemistry Courses Using Pre-lab Tutoring System
		Introduction
		Contextual Background
			Practical Chemistry in the Department of Chemistry
			COVID-19 Disruptions
		Evaluation Procedure
			Before the Pandemic
			During the Pandemic
		Scholarship on Long-term Impacts
			Use of Pre-labs
			Delivery of Remote Experiments and Live Labs
			Synchronous Online Marking
		Summary
		References
	27: ‘Still Learning Together’: The Way YouTube Videos Helped Arts and Humanities Students during Lockdown
		Context
		The Problem
		Project Aims
		Phase One of the Project
		Evaluation of Phase One
		Impact of Phase One
		Phase Two of the Project
		Phase Three of the Project
		Evaluation of Phases Two and Three
		Long-term Impact of the Project
		References
	28: The Past Informing the Future: Learning Logs in Online Education
		Introduction
		The People Management Module at WMG
		Learning Logs and their Use in Education
		The Study
			Methodology
				Ethics, Validity and Reliability
				Sampling and Analysis
			The Data Findings
				Individual Reflections: Learning and Life
				Student’s Perceptions of Pedagogic Practice
				Future Teaching Direction and Module Content
		Discussion
		Moving Forward: Changing the Curriculum
		Conclusion
		References
	29: Reading Online during Lockdown: Insights from History and Heritage
		Introduction
		Contextual Background
			The Module
			Technology
			Pedagogy and Assessment
		Research Design and Methodology
			Ethics
			Student Personae
		Findings
			Reading and Annotating
			Interacting and Collaborating
			Assessment
		Discussion
			Framing the Activity
			The Role of the Academic
			Cadence
			Reading and Annotation
			Interaction and Collaboration
			Further Opportunities and Implications
		Conclusion
		References
	30: Emergence of ‘Cloud Simulation’ as a Virtual Learning Tool in Maritime Education
		Introduction
		Evolution of Simulation Training during COVID-19
		Cloud Simulation: Challenges and Opportunities
		A Comparison Case Study of Teaching and Learning
			Findings from the Focus Group Session
		Key Learning Points and Concluding Remarks
		References
	31: Delivery of e-Research-informed Teaching (e-RIT) in Lockdown: Case Insights from a Northern Irish University
		Introduction: Research-informed Teaching in Practice
		Learning Context and Academic Setting
			Programme and Module Information
		Promoting Online Engagement
			Stages 1 and 2: Providing Access, Increasing Motivation and Supporting Online Socialisation
			Stage 3: Exchanging Information
			Stage 4: Constructing Knowledge
			Stage 5—Development: ‘Learn More—Do More’ tasks, Summary Podcasts, Studiosity Feedback
		Evaluation: Success Case Method
			What Worked for Those Who Found the e-RIT Useful?
			Learning Points
		Conclusion
		References
	32: Enabling Dynamic Landscapes through Stop Motion Animation
		Introduction
		Educational Perspectives of Design Studio
		Landscape Architecture and Stop Motion Animation
			Landscape Architecture Representation
			Landscape Architecture Design Studios
		The Study
		Method
		Results
			How Might Stop Motion Animation Prove Long-term Impacts?
			Improved Experiential Experience for Students
			Scaffolding Existing Digital Capabilities to Create a Deeper Student-centred Learning Environment
			A More Equitable Learning Environment for Culturally Diverse Student Groups
		Conclusion
		References
	33: Developing and Evaluating a Virtual Placement: Analysing the Health and Social Needs of a Defined Community during COVID-19
		Introduction
		Contextual Background
		Evaluation as a Research Approach
			Sample
			Data Collection
			Ethical Considerations
			Data Analysis
			Findings
			Theme: Knowledge and Understanding
			Theme: Communication
			Theme: Management and Leadership
			Discussion
		Conclusion
		References
	34: Virtual Learning Environments in Hong Kong and the Digital Design Studio: When Needs Must
		Introduction
		Research Context: Architecture Education in Practice
		Virtual Design Studios
		COVID-19 Impact on Architecture Education
		The Caritas Institute of Higher Education (CIHE) Virtual Design Studio
		Methodology
		Findings and Discussion
			Student Reactions to the VDS
			Virtual Design Studio Challenges: Isolation, Interaction and Lack of Communication
			Adapting Approaches in Architecture Education to Suit the Specific Requirements of VDS
		Key Learning Points
		Conclusion
		References
	35: Transforming Online Learning: From Distant Relative to Nearest and Dearest
		Introduction
		Contextual Background
			The University of Wolverhampton
			University Policies and Practice
			The Department
			Technology
			The Module and Students
		Evaluation Procedure
			Approach
			Methods
			Ethical Considerations
		Results
			Inclusivity: Staff and Student Perceptions
			Community
			Content
			Facilitator
		Discussion
		Long-term Implications
		Conclusion
		References
Part IV: Restructuring Assessment and Feedback for Online Pedagogies
	36: Enhancing Online Assessment Quality through Collaboration
		Introduction
		Medical Sciences Online Assessments at CQUniversity Australia
		Evaluation Framework
		Findings
		Theme One: Organising and Organisation
		Theme Two: Joint Mission
		Theme Three: Learning Lessons-Lessons Learnt
		Drawing the Threads Together and Impacts Moving Forward
		Conclusion
		References
	37: Challenges in Conducting Online Assessments: Experiences of Management Faculty Members in Nepal Higher Education
		Introduction
		Traditional Approaches to Assessment in HE Business Programmes
		Assessment Practice in the Business Programme at Pokhara University
		Methodology
			The Nature of Data
			Data Collection
			Data Processing
			Data Analysis
		Findings and Analysis
			Learning was Phenomenal
			Processes Play a Vital Role in the Quality
			Results may Conflict with Student Quality
		Lessons Learned from the Online Assessment Practice in Nepal
		Conclusion
		References
	38: Developing Teacher Expertise: Assessing the ‘Micro-Teach’ Online as an Alternative to Classroom-based Teaching
		Introduction
		Clinical Education Programme at the University of Plymouth
		Research Approach
		Findings
			Initial Reactions to Migrating Online
			The Environment and Social-emotional Engagement
			Interactivity and the Development of Learner-centred Teaching
			A Catalyst for Change and Innovation
		Discussion
		Conclusion
		References
	39: Virtual Case Studies for Assessment Preparation and Practice
		Introduction
		Effect of Lockdown on VR-based Teaching at Swansea University
		The Study
		Methodology—Post Graduate Exercise
			Case Study 1—Business Risks
			Case Study 2—Auditing Group Companies
			Case Study 3—Various Auditing Issues
			Technical Aspects
			Undergraduate Case Studies
		Results
		Key Learning
		Conclusion
		References
Part V: Supporting Student Learning and Wellness in Lockdown
	40: Decision-making under Uncertainty: How University Students Navigate the Academic Implications of the COVID-19 Pandemic Challenges
		Introduction
		The Study
			Methodology
		Findings and Analysis
			Decision-making Process Map
			Information and Social Network Diagram
		First- and Second-year Undergraduate Focus Groups
			Continuation of Studies
			Types of Learning Environment
			Part-time Work to Develop Transferable Skills or Financial Support
			Student Life and Support Network
		Third-year Undergraduate Students
			Prospects After Graduation
		To Have Part-time Work or Not?
			The Learning Environment
		Transferrable Strategies and Learning from the Focus Groups
		Conclusion
		Appendix 1
		Appendix 2
		References
	41: Locked Down but Not Locked Out: Personal Tutoring for Philosophy, Ethics and Religion Students and the Wider Community at Leeds Trinity University During COVID-19
		Introduction
		Context
		Personal Tutoring and Widening Participation in Higher Education
		Lockdown: Project 2020 at Leeds Trinity University
		Implementing an Institutional Response to Personal Tutoring at LTU—Level Tutors
		A Year Later: Reflecting to Move Forward
		Findings and Discussion
			The Student Voice on Personal Tutoring
			The Staff Voice on Level Tutors
			Insights for the Future
		Conclusions
		References
	42: Protecting Student Retention through eMentoring during a Pandemic
		Transitions in Bangladesh and Global Higher Education during the Pandemic
		English Language Teaching in Bangladesh Higher Education
		Teachers’ Changed Roles as eMentors
		The Study
			Methods
			Participants
			Data Collection
			Data Analysis
			The Phenomenological Research Design
		Findings and Discussion
			Challenges of Online Learning during the Pandemic
			Lack of Motivation
			Physical, Psychological and Instrumental Barriers
			Supporting through Mentoring
			Adapting Pedagogical Issues
			Facilitating Discovery of the ‘Self’
			Upholding Students’ Self-esteem
			Developing Students’ Self-awareness
			Addressing Individual Needs Promotes Inclusion
			Counselling Struggling Students
			Creating a Non-threatening Ambience through Interactions and Critical Feedback
			Development of Self-monitoring
			Encouraging Inquiry into the Critical Areas
		Learning for Future
		Conclusion
		References
	43: A Holistic Approach to Teaching Final-year Business Students in Malaysia during COVID-19
		Introduction
		The Case of a Business Education Programme in Malaysia
		Research Procedure
		Student Perceptions of Academic Challenges and Experiences
		Supportive Strategies by Teaching Team for Students
		Scholarship on Long-term Impacts
		Conclusion
		References
	44: Skills Immersion Project: A Framework to Support Students’ Learning in the Remote Learning Environment
		Introduction
		The Skills Immersion Project
		Academic Integrity
		Contextual Background
		The Study
		Methodology
			Participants
			Data Collection and Analysis
			Ethical Considerations
		Results
		Discussion and Conclusion
		Appendix 1: Business Intelligence Course Insights, Semester 1, 2021
		Appendix 2: Workshop Evaluation Form
		References
	45: Supporting Students when Lecturing from Home: An Evaluative Inquiry of Lecturers’ Perceptions
		Introduction
		Literature Review: Conceptual Context
			Importance of Student Support in Higher Education
			Staff Challenges in Supporting Students during Lockdown
		Methodology
		Findings
			The Nature of Support in Three Areas of Care: Teaching and Learning, Technical and Pastoral
		The Timing of Student Support: Always On
		Familiar Tools of Student Support: Email, Zoom, Telephone and Cloud-based Tools
		Were These Support Activities Effective? Limited Evidence of Systematic Evaluations
		Discussion
		Transferable Strategies
		Conclusion
		References
	46: Staff Reflections on Surviving and Thriving in a Suddenly Disruptive Education Environment
		Staff as Learners
		Reflection Methodology
		Uncertain Times
		Choosing the Right Pathway
		The Role of Leaders
		Changing Expectations
		Balancing the Demands
		Our Lessons
		References
	47: Joining the Dots: The Changing Identities of University Learning and Teaching Fellows
		Introduction
		The Edge Hill University Fellowship Scheme
		Changes to the Fellowship during the Pandemic
			The Research Questions
			Research/Evaluation Procedure
				The Survey Questions
		Vignette A: The Story of an Established Fellow
		Vignette B: The Story of a New Fellow
		Discussion
		Scholarship on Long-term Impacts
		Concluding Thoughts
		References
48: Academic Innovations in Higher Education during COVID-19: Our Take on the Approaches, Impacts, and Sustainability
	COVID-19, Disruption, and the Functioning of Higher Education
	Academic Innovations as a Means for Survival and Recovery
	Approaches to Evaluating Academic Innovations
	An Overview of the Learning Points from the Five Edited Collection Sections
		Section 1: Taking an Institutional Perspective to Learning amid Disruption
		Section 2: Redesigning Whole Programmes to Meet Challenges of Remote Learning
		Section 3: Focusing on Pedagogic Design in Remote and Blended Curricula
		Section 4: Restructuring Assessment and Feedback for Online Pedagogies
		Section 5: Supporting Student Learning and Wellness in Lockdown
	Our Take on Academic Innovations for Creating Agile Learning Environments amid Disruptions
	References
Index