Global Perspectives on Higher Education: From Crisis to Opportunity (Knowledge Studies in Higher Education, 11)

Acknowledgments
Contents
About the Editors
Chapter 1: Volume Introduction – Global Perspectives on Higher Education: From Crisis to Opportunity
	Introduction
	Volume Structure and Themes
		Part I: Teaching, Learning, and Assessment
		Part II: Technology-Enhanced Teaching and Learning
		Part III: Factors That Impact Student and Teacher Success
		Part IV: Curriculum, Course, and Instructional Design
		Part V: Future of Professional Development
		Part VI: Academic and Administrative Support Systems
	Conclusion
Part I: Teaching, Learning, and Assessment
	Chapter 2: Online and Face-to-Face Courses Can Mirror One Another
		Introduction
		Transition to the “New Normal” of Learning in Unpredictable Times
			The New Normal – Teaching Online
			The New Normal – Face-to-Face Classes
			The New Normal – Online and Face-to-Face Combined “Hybrid” Approach
		Future Learning Environments: Pedagogical and Technological Perspectives
			Creating a Community of Learning
			The Impact on Assessment
			Blended Learning
		Institutional Support
			Training and Professional Development
			Technological Resources
		The New Norm Transition Mirroring of Extracurricular Activities
		Conclusion
		Future Considerations
		References
	Chapter 3: Prospective EFL Teachers’ Self-Perceived Competence and Attitudes Toward Teaching English to Young Learners
		Introduction
		Review of Literature
			Teaching English to Young Learners
			Teachers’ Attitudes in TEYL
			Teachers’ Self-Perceived Competence in TEYL
		Method
			Research Design
			Participants
			Data Collection
			Data Analysis
		Findings and Implications
		Conclusion
		References
	Chapter 4: Innovative High-Impact Practices (HIPs) in 8-Week Online Graduate Research Methodology and Capstone Courses During the COVID-19 Pandemic: A Case Study
		Introduction to HIPs and the Chapter’s Purpose
		Innovative HIPs in 8-Week Online Graduate Research Methodology and Capstone Courses During COVID-19 Pandemic
			Program Description and Background
			HIPs Usage Prior to the COVID-19 Pandemic
			HIPS Used During Spring Semester 2020 as Direct Result of the Pandemic Lockdown
		Conclusion
		Appendices
			Appendix I
			Appendix II
		References
	Chapter 5: Enhancing Learning Through Formative Assessment: Evidence-Based Strategies for Implementing Learner Reflection in Higher Education
		Introduction
		Context
		The What and Why of Using Reflection as Formative Assessment
			Formative Assessment
			Reflective Learning
			Formative Assessment Vis-à-Vis Reflective Learning
		Options and Examples: The How of Using Reflection as Formative Assessment
		Research- and Practice-Informed Strategies in Using Reflection as Formative Assessment
		Conclusion
		References
Part II: Technology-Enhanced Teaching and Learning
	Chapter 6: Successful Teaching with Technology in EAP Courses: A Practical Guide for Higher Education Teachers
		Introduction
		The Special Nature of EAP Classes
			Authentic Texts
			Academic Vocabulary
		EAP-Specific TWT Tools
			Electronic Vocabulary Graphic Organisers and Electronic Dictionaries
			Note-Taking Tools
			Referencing Tools
			General E-Learning Tools
		Helpful Techniques and Strategies for Using TWT
			Obtain Specific PD Training
			Establish Specific Goals for Using Technology in Class
			Conduct a Needs Analysis
			Make a Plan
			Infuse Interesting and Relevant Topics into Your Courses
			Mention the Do’s and the Do Not’s
			Social Media Can Be Challenging
			Decrease Anxiety
			Plagiarism Issues
			Troubleshooting Technical Issues
		Conclusion
		References
	Chapter 7: The Theory and Practice of Oral Presentations in Face-to-Face and Online Courses
		Introduction
		Learner Development and Oral Presentation
		Challenges of Presentations for Non-Native English Speakers (NNES)
		Online Oral Presentation Research
		The COVID-19 Pandemic Timeline
			Getting Ready for the Real World
			Using Technology to Improve Confidence and Reduce Anxiety
			Adopting Various Learning Models for Different Levels
			Coping with Online Presentations
		Conclusion
		References
	Chapter 8: Doctoral Students at a Distance: Voicing Their Challenges and Needs
		Introduction
		Literature Review
			Doctoral Education at a Distance
			Doctoral Students’ Challenges
			Effective Intervention
		Methodology
			Participants and Context
			Instrument and Ethical Considerations
			Data Analysis
		Findings
			Challenges Faced at a Distance
				Connectedness with the institution
				Connectedness with Supervisors/Tutors/Mentors
				Connectedness with Peers
				Legitimacy and Employability
			Actions Needed
		Discussion
		Conclusion and Limitations
		References
	Chapter 9: A Technology-Enhanced Context: The Case of Higher Education in Lebanon
		An Overview
		Pedagogy and a New Genre of Learners
		Localized Reflections
			Innovation
			Teaching/Learning Context
			Culture
		Conclusion and Recommendations
		References
	Chapter 10: Blended Academic Communication On Technology-Enhanced Teaching and Learning in Digital and International Virtual Academic Cooperation (DIVA)
		Introduction
		DIVA – Challenges of Virtual Learning and Real-Time
		Research Questions
		Literature Review
			Digital Environments
			Tools and Practices
			Knowledge, Skills, and Competencies
			Theoretical Considerations
		Research Design, Data Collection, Analysis, and Results
			Students’ Resources
			Students’ Digital Practices
			Students’ Intercultural Practices
			Platforms
		Conclusion
		References
Part III: Factors that Impact Student and Teacher Success
	Chapter 11: Diversity, Equity, and Inclusion in Course Design and Instructional Material Development
		Introduction
		Defining Diversity, Equity, and Inclusion in Higher Education
			Implications for Teaching and Learning in Higher Education
		Effective Pedagogical Practices for Traditional Face-to-Face Courses
			Implications on Course Syllabus Design
		Diversity, Equity, and Inclusion in Online Courses
			Embracing Diversity in an Online Course
			Promoting Equity in an Online Course
			Cultivating an Inclusive Online Learning Environment
		Conclusion
		References
	Chapter 12: Responding to the New Normal: Strengthening Student Identity Development
		Introduction
		Identity Construction and Literacy Tools
		University Students: Stage Development and Identities
		Reader and Global Identities
		The Study
		Why Children’s Literature?
		The Course
		Method
		Quantitative Findings
			Student Reader Identities
			Student Global Identities
		Qualitative Data
			Social Media Interactions
				Twitter Interactions
				Instagram Posts
				Pinterest Posts
			Peer Discussions 1
				Reader Identities
				Global Identities
				21 Century Identities
			Student Reflections
				The Role of Stories in Identity Development
				Development of Student Reader and Global Identities
					Reader Identities
					Global Identities
					The Role of Book Talks in Developing Student Reader and Global Identities
		Discussion
		Conclusion
		References
	Chapter 13: An Empirical Analysis of Motivational Factors that Enhance Student and Teacher Achievements: The Mediating Role of Evidence-Based Learning
		Introduction
		Literature Review
			Underpinning Theory
			Cognitive Load Theory (CLT) and Evidence-Based Learning (EBL)
			Student Self-Efficacy and Evidence-Based Learning (EBL)
			Student Self-Directedness and Evidence-Based Learning (EBL)
			Student Self-Regulated Learning and Evidence-Based Learning (EBL)
		Evidence-Based Teaching (EBT)
			Teacher Preparedness and Readiness for Evidence-Based Teaching (EBT)
			Cognitive Load Theory (CLT) and Evidence-Based Teaching (EBT)
		Research Framework
			Study Setting, Population, and Sample
			Survey Instrument and Focus Group Interview Questions
		Statistical Analysis and Results of Students’ Achievements
		Focus Group Interview Results for Teachers’ Achievements
			Teachers’ Understanding of EBT and Strategy Use
			Challenges, Planning, and Preparation
			Level of Teacher Preparedness and Teacher Characteristics for EBT
			Application and Evidence of EBT
		Recommended Practices
		Conclusion
		References
	Chapter 14: Strategies Adopted for Building Students’ Rapport in an Online Classroom
		Introduction
		Transition From a Traditional Classroom to an Online Environment
			Important Strategies for Rapport Building
		Research Process
		Analysis
		Conclusion and Implications
		References
	Chapter 15: Leveraging the Art of Medical Illustration to Enhance Anatomy Instruction
		Introduction
		Dare to Dream
		Reimaging Learning: An Elective Course in Medical Illustration
		Medical Illustration: Its History to Present
		Students’ Stress Levels
		Converting Stress into Productivity
		Course Curriculum
		Can Art Make Students Feel Less Isolated?
		Can Art Teach Anatomy?
		Lessons Learned
		Conclusion
		References
	Chapter 16: The Future of Higher Education: Students’ Perspectives in the United Arab Emirates
		Introduction
		Student Happiness in Higher Education
			Well-Being and Emotional Intelligence
			Positive Psychology and Happiness
			General Mood and Adaptability
		Research Methodology
			Data Collection
		Research Findings and Discussion
			Key Findings – Part I: Most Likely Scenario
				Question 1 – Key Findings Phase 1
				Question 2 – Key Findings Phase 1
				Question 3 – Key Findings Phase 1
			Key Findings – Phase 2: Reframing
			Key Findings – Phase 3: New Questions
			Limitations
		Recommendations and the Way Forward for Higher Education Institutions
		Conclusion
		References
	Chapter 17: The Impact of Emergency Remote Learning on Student Motivation and Opportunities to Shape a More Successful and Productive Educational Future
		Introduction
		Case Study 1: Large R1 Institution
			Transitioning to Remote Emergency Teaching
			Caring for Students
			Academic Considerations
		Case Study 2: Comparison of Two Institutions
			The Two Institutions
			Learning Management Systems
			Remote Resources
			Instructor Flexibility
		Case Study #3: Liberal Arts Teaching Institution (LAT)
			Access to Technology
			COVID-19 Enhancements for Engagement and Interactivity
		Future Directions with Academic Continuity and Institutional Resilience
		Recommendations for Institutional Resilience and Academic Continuity
		Conclusion
		References
Part IV: Curriculum, Course, and Instructional Design
	Chapter 18: Strategies for Instructors: Establishing and Maintaining Presence in an Online Course
		Introduction
		Dimensions of Presence in an Online Course
			Teaching Presence
			Social Presence
			Cognitive Presence
		Establishing and Maintaining Presence in an Online Course
			Teaching Presence in an Online Course
			Social Presence in an Online Course
			Cognitive Presence in an Online Course
			Measuring Presence in an Online Course
		Conclusion
		References
	Chapter 19: RECIPE, an Innovative Model for Instructional Technology Task Design Via Interactive Media
		Introduction
		Instructional Technology Task Design
		Theoretical Learning and Design Framework
			Constructivism
			Active Learning
			Meaningful Learning with Technology
		Theoretical Applications and Practical Implications of the RECIPE Model
			Reflection
			Engagement
			Collaboration
			Interaction
			Production
			Evaluation
				Self-Assessment
				Peer-Assessment
				Collaborative Group Assessment
		Conclusion and Further Research Suggestions
		References
	Chapter 20: Novel Times Call for Novel Ways: Effective Teaching and Learning in Digital Learning Environments
		Introduction
		Background
		Fluidity of the Situation
		Challenges to Schools and Institutions
		Singapore’s National Institute of Education
		Blended Learning Environments
			Blended Learning
			Virtual Learning Spaces
			Types of Blended Learning Designs
				Sample Lesson (Conducted Pre-COVID-19)
				Sample Lesson (Conducted During the COVID-19)
		Guiding Principles for Designing Blended Learning Approaches
		Guiding Principles for Designing Lessons
		Conclusion
		References
	Chapter 21: Cultivating Student Employability Skills: Classroom to Career Preparedness and Readiness
		Introduction
		Description of Employability Skills
			Emerging Employability Skills for Remote Careers and Future Workforce
		Preparing Today’s Graduates for Tomorrow’s Careers—Role of Higher Education
		High-Impact Practices
			First-Year Seminars
			A Model for an Online High-Impact Practice First-Year Seminar Experience to Cultivate Human Agency and Employability Skills
			Student Preparedness and Readiness for the Transition to Remote Work
		Conclusion
		References
	Chapter 22: Distance Learning Considerations for Initial and Continuing Teacher Education in Brazil
		Introduction
		Undergraduate Language Teacher Education Programs in Brazil in a Pandemic
		Faculty’s Syllabi for Online Remote Teaching Instruction
			The Introductory Course—English Language for Preservice Teachers
			Preservice Teachers’ First Lesson Plan—Some Considerations and Reflections
		Conclusion
		References
	Chapter 23: Sustaining Presence: Partnering with Technology During the COVID-19 Pandemic Lockdown
		Introduction
		The Confrontation
		The Challenges
		Decision-Making, Planning, and Creating the Solution: The Patchwork
		The Purpose: My Paradigm Combines Space and Technology
		My Technologies: The Tools to Work the Fairy-Tale
		The Partnership with the Technology Tools Makes Teaching and Learning Engaging and Effective
			Partnering with Blackboard Learn as the Learning Management System
			Partnering with Zoom and Skype for Business as an Audio and Video Conferencing Platform
			Partnering with WhatsApp Messenger as an Instant Messaging Platform
			Partnering with Google Docs as a Wiki for Course Collaboration
		Conclusion
		References
Part V: Future of Professional Development
	Chapter 24: Moving Beyond Web Conferencing Tools: ESL Professional Development Workshops in Virtual Reality Platforms
		Introduction
		Challenges in Professional Development on CALL
		Theory and Practice
		Communicative Language Teaching
			Content-Based Instruction
			Task-Based Instruction
		From Web-Conferencing Tools to VR: Experiencing Is Believing
			Second Life and OpenSim
			Transmedia Storytelling and Higher Order Thinking Skills
			Virtual Conferences in VWs
			Presence and Interaction
			Decision Making in the Classroom
			Innovation
			Vocabulary Retention
		Conclusion
		References
	Chapter 25: Transforming Teacher Professional Identity Through Social Emotional Learning: Two Narrative Case Studies
		Introduction
		Sustaining Culturally Responsive SEL
		Defining SEL Concepts
		High-Leverage Practices
		Author Narratives
			Was I Good Enough?
				Commentary
			She Is a ‘Hopeless’ Case!
				Commentary
		Conclusion
		References
	Chapter 26: A Professional Development Model for English Teachers in Indonesia: A Pathway to the Industrial Revolution 4.0 Era
		Introduction
		The History of Professional Development in Indonesia
		The Characteristics of Education 4.0
			A Major Dependence on Technology as the Source of Learning
			A Greater Emphasis on Students’ Responsibility for Learning
			The Needs to Induce Critical Thinking on the School Curricula
		The Challenges of Implementing the Education 4.0 Model in Indonesia
		PD Path for Education 4.0
			Strategic Collaboration with L1 Teachers
			A Stricter Admission to Teacher Education Programs
		Conclusion
		References
	Chapter 27: Professional Development Support Systems in Public Universities in Kosovo
		Introduction
		Changes in Teaching as a Result of the COVID-19 Pandemic
		Professional Development for Faculty
			Faculty Preferences for Professional Development
			Faculty Professional Development
				Legal Dispositions
		Conclusion
		References
Part VI: Academic and Administrative Support Systems
	Chapter 28: Instructional Designers’ Roles in the Post-COVID-19 Pandemic Era
		Introduction
		Birth of the Traditional Instructional Design Role
			Brief Overview of Instructional Design
			Role of an Instructional Designer in Higher Education
			Past Instructional Design Challenges
		Role of the ID and Challenges in Response to COVID-19
		The Shift in the Instructional Design Profession Post-COVID-19
		Conclusion
		References
	Chapter 29: Graduate Students’ Work Readiness in the Context of COVID-19: Challenges and Recommendations
		Introduction
		Employability/Work Readiness: Theoretical Perspectives
		Employability/Work Readiness in the Context of the COVID-19 Pandemic
		The Impact of COVID-19 on Healthcare Profession Graduates: Education and Clinical Training Perspectives
			Online and Hybrid Learning Perspectives of Today’s Nursing Students
		Personal Competence in Nursing and Online Learning
		Self-Confidence in Conducting Clinical Nursing Procedures: Simulation-Based Learning Perspectives
		Employability Trends and Contemporary Attributes During COVID-19
		Institutional Advancement and Empowerment of Graduates
		Faculty Support for Graduates’ Work Readiness
		Reality Shock and the Mediating Role of Career Resilience
		Soft Skills Training
		Self-Efficacy in the Context of Human Agency
		Conclusion and Recommendations
		References
	Chapter 30: Pedagogical Transformations in Support Services: The New Normal
		Introduction
		Effects of the COVID-19 Pandemic on Students and Faculty Globally
		Moving to Remote Learning in the Gulf Cooperation Council (GCC)
		Effects of the COVID-19 Pandemic on Student Mental Health
		Innovative Transformative Measures in Higher Colleges of Technology (HCT) During the COVID-19 Pandemic
		Novel Program Development by the Student Engagement and Success Department During the COVID 19 Pandemic
		Strategies Adopted by the Student Life Department to Support Students at HCT During COVID-19
			At-Risk Student Management Program
			Online Workshops
			Greater Staff Involvement in Responding to Student Concerns
			The Emergence of a COVID-19 Response Team
			Study from Home Approvals for Students with Chronic Medical Conditions
			Student Well-being Webinars
			Online Activities for Student Engagement
			Support for the Determined Students
			Smart Student Services
			Volunteering and Community Outreach
			Online Physical and Sports Activities
			Student Life and Parental Engagement
			Online Clubs
			Financial Aid
			Happiness Initiatives
			Role of Counselling
		The New Normal at HCT
		Conclusion
		References
	Chapter 31: Well-being as an Ecological Practice: Supporting Students Facing Housing Insecurity in Higher Education
		Introduction
		The Well-being of Students Facing Housing Insecurity in Higher Education
		An Ecological View on Well-being for Students Facing Housing Insecurity
		Supporting the Well-being of Students Facing Housing Insecurity
			Micro Level
			Meso Level
			Macro Level
		Call to Action
		References
	Chapter 32: Digital Education, Academic Performance, and Mental Health: How Can Chinese Students’ Development Be Facilitated While Engaging in E-Learning
		Introduction
		Digital Learning, Academic Performance and Mental Health
		Social Interventions to Boost Digitally Educated Chinese Students’ Mental Health
		Conclusion
		References
	Chapter 33: Replacing Commercial Textbooks with Free Online Educational Resources: A Qualitative Case Study for Twenty-First-Century Inclusive Education
		Introduction
		Research Problem
		Purpose and Significance of the Study
		Research Questions
		Literature Review
		Research Design and Participant Selection
		Findings and Discussion
		Conclusion
		References