Teaching in the Post COVID-19 Era: World Education Dilemmas, Teaching Innovations and Solutions in the Age of Crisis

This handbook showcases extraordinary educational responses in exceptional times. The scholarly text discusses valuable innovations for teaching and learning in times of COVID-19 and beyond. It examines effective teaching models and methods, technology innovations and enhancements, strategies for engagement of learners, unique approaches to teacher education and leadership, and important mental health and counseling models and supports. The unique solutions here implement and adapt effective digital technologies to support learners and teachers in critical times - for example, to name but a few: Florida State University's Innovation Hub and interdisciplinary project-based approach;remote synchronous delivery (RSD) and blended learning approaches used in Yorkville University's Bachelor of Interior Design, General Studies, and Business programs;University of California's strategies for making resources affordable to students;resilient online assessment measures recommended from Qatar University;strategies in teacher education from the University of Toronto/OISE to develop equity in the classroom;simulation use in health care education;gamification strategies;innovations in online second language learning and software for new Canadian immigrants and refugees;effective RSD and online delivery of directing and acting courses by the Toronto Film School, Canada;academic literacy teaching in Colombia;inventive international programs between Japan and Taiwan, Japan and the USA, and Italy and the USA;and, imaginative teaching and assessment methods developed for online Kindergarten - Post-Secondary learners and teachers. Authors share unique global perspectives from a network of educators and researchers from more than thirty locations, schools, and post-secondary institutions worldwide. Educators, administrators, policymakers, and instructional designers will draw insights and guidelines from this text to sustain education during and beyond the COVID-19 era. © Springer Nature Switzerland AG 2021. All rights reserved.

Academic reading as a social practice in higher education

In this study, an undergraduate teacher education course is used to explore whether and how academic reading seminars reflect the theoretical notion of academic literacies and provide a learning environment for developing academic and professional learning and engagement. The data analyzed in this article are transcribed recordings of small group activities where students discuss scientific articles based on a template. First, our empirical analysis shows that the use of the template facilitated dialogical discussions and the development of a cognitive skillset and disciplinary categories when used in a social setting. Second, we found that the most challenging part of designing a reading practice related to the academic literacies tradition was fostering a dialogical environment for discussing the validity of findings across different contexts and provide for discussions encompassing complexity, nuances, and meaning making. We found traces of such discussions in all the transcripts;however, many examples were in a premature stage. The paper concludes with a discussion on, and some suggestions for, further development of the template used in the reading seminars. [ FROM AUTHOR] Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

An Asynchronous Curriculum: Learner Perspectives on Incorporating Asynchronous Learning Into In-Person and Virtual Emergency Residency Didactics.

Background  Didactic education in emergency medicine (EM) residencies has been impacted both by the advent of asynchronous learning and by the shift toward virtual, web-based conference education due to coronavirus disease 2019 (COVID-19). Studies have demonstrated the efficacy of asynchronous education, but few have explored resident opinions about how asynchronous and virtual modifications on conference impact their educational experience.  Objective This study aimed to evaluate resident perceptions of both asynchronous and virtual modifications to a historically in-person didactic curriculum. Methods This was a cross-sectional study of residents of a three-year EM program at a large academic center where a 20% asynchronous curriculum was implemented in January 2020. A questionnaire was administered online with questions assessing how residents perceived their didactic curriculum with regard to convenience, retention of information, work/life balance, enjoyability, and overall preference. Questions compared resident opinions of in-person vs. virtual learning, as well as how the substitution of one hour of asynchronous learning impacted residents' perception of their didactics. Responses were reported on a five-point Likert-type scale.  Results A total of 32 out of 48 residents (67%) completed the questionnaire. When virtual conference was compared to in-person conference, residents favored virtual conference with regard to convenience (78.1%), work-life balance (78.1%), and overall preference (68.8%). They favored in-person conference (40.6%) or felt that the modalities were equivalent (40.6%) with regard to retention of information and favored in-person conference with regard to enjoyability (53.1%). Residents felt that the addition of asynchronous learning to their curriculum increased subjective convenience, work-life balance, enjoyability, retention of information, and overall preference, regardless of whether synchronous conference was virtual or in-person. All 32 responding residents were interested in seeing the asynchronous curriculum continue. Conclusion EM residents value the addition of asynchronous learning to both in-person and virtual didactic curricula. Additionally, virtual conference was favored over in-person conference with regard to work/life balance, convenience, and overall preference. As social distancing restrictions continue to ease post-COVID-19 pandemic, EM residencies may consider adding or maintaining asynchronous or virtual components to their synchronous conference schedule as a means to support resident wellness.

Impacts of the COVID-19 Pandemic on Sub-Saharan African Third-Year Students Studying Computer Science and Information Technology

Low vaccination rates, inferior-quality vaccines, limited testing, and a lack of funding forced many institutions in Sub-Saharan Africa into online-learning-only environments for two years during the COVID-19 pandemic. Instructors scrambled to put classes online. Only in 2022 did some face-to-face classes resume. Unforeseeable and unprecedented circumstances forced university personnel to function with reduced budgets and without regard for the return to in-person classes. We taught, studied, and analyzed a cohort of third-year Sub-Saharan African students who spent their first two years of studies online. We describe the struggles they faced and what can be done to make up for their shortcomings and missed opportunities. We quantify the shortcomings through focus groups, an analysis of what parts of an accredited program would have fallen short, interviews, and through anecdotal evidence. Our findings can help those who suffered a similar fate. These observations can be applied to non-STEM disciplines. © 2023 IEEE.

Diverse pedagogical approaches to experiential learning, Volume II: Multidisciplinary case studies, reflections, and strategies

This second volume of Diverse Pedagogical Approaches to Experiential Learning (Palgrave, 2020) contains a new collection of experiential learning (EL) reflections, case studies, and strategies written by twenty-eight authors across sixteen academic disciplines. Like the first volume, the chapters describe the process of developing, implementing, facilitating, expanding, and assessing EL in courses, programs, and centers both locally and globally. The authors take on new themes in this collection, including discussions on the intersections of experiential learning with race and privilege, cross-cultural competencies, power and gender, professional development and vocational discernment, self-inquiry and reflection, social justice, and more. The authors also address the importance of adapting new pedagogical approaches to EL in response to challenges in higher education presented by the global coronavirus pandemic. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022. All rights reserved.

Tax literacy: what does it mean?

PurposeThis paper aims to identify the competency domains to be included in a conceptual framework for tax literacy.Design/methodology/approachUsing a qualitative approach, this study expands on the current understanding of the competency areas of tax literacy. A dual-purpose literature review was, therefore, conducted. The literature review first provided the body of knowledge that underpinned the study and second, the key data concepts for the draft competency structure to determine whether there is consensus on an international (supra) level. The literature review was supported by an interactive qualitative analysis to further present the concept of tax literacy from the perspectives of various national stakeholders in an emerging economy. Accounting and public finance educators from a higher education institution, as well as financial advisers as representatives of a profession with a direct interest in tax-related matters, were considered.FindingsAlthough a discipline lens seems to strongly influence the previous authors' view of what tax literacy means, it was possible to identify certain tax literacy competency domains that should be included in a taxpayer education curriculum. These content domains consist first of a knowledge domain which includes disciplinary, interdisciplinary, epistemic and procedural knowledge components. Second, the skills domain should include components of cognitive and meta-cognitive, social and emotional, as well as physical and practice skills. Third, personal and societal attitudes and values represent the third domain. Fourth, transformative competencies such as value creation, taking responsibility and reconciliation attributes are important. Finally, core foundational competencies, such as numeracy and literacy should be in place.Practical implicationsThe draft conceptual framework for tax literacy could serve as the foundation for the further development of a tax literacy measurement instrument, as well as tax education courses.Originality/valueA more holistic conceptual framework for tax literacy, portraying the multidimensional nature of taxation, is presented in contrast to the limited one-dimensional position presented up to now.

Curriculum Development for Online Teaching and Learning: Academics' Perspectives from A Rural-Based University in South Africa

This study sought to explore academics' perceptions of the development and delivery of curriculum for online teaching and learning in a rural-based university. Technology integration into teaching and learning in higher education is receiving more attention, thanks to the Coronavirus pandemic that has forced all facets of lives to look for alternative methods of operation instead of face-to-face contact. The pandemic saw most institutions of higher learning move their mode of curriculum delivery from face-to-face to multimodal learning using technology. This, however, was done without considering whether the existing curriculum that was accredited to be delivered face-to-face will perfectly fit into multimodal learning. The exploratory research design within the qualitative research methodology was applied in this paper. Purposive and convenience sampling techniques were applied to sample a rural university in Limpopo province of South Africa, and academics respectively. Semi-structured interviews and reflexive thematic analysis were employed for data collection and analysis for this paper. The study revealed there is a relationship between curriculum development and the mode of delivery used for teaching. Some of the academics indicated that a lack of technological skills poses a threat to adopting new technologies for teaching. In light of this, the study recommends ICT infrastructure investment and human resource capacitation for proper integration of technology for teaching and learning.

Competence of the distance-learning portal 'Darsak' with Jordan's K-12 curriculum/university education

Curriculum development is the fundamental component of high-quality education, particularly in primary and secondary school education during Covid-19, which requires modern researchers' attention. Thus, the current research explores the impact of distance learning, student interest, and teachers' abilities on curriculum creation in Jordanian elementary and secondary schools. Additionally, the present study examines the moderating effect of institutional support on the relationship between remote learning, student interest, teacher abilities, and curriculum development in Jordanian K-12 schools. The researchers gathered primary data via surveys and evaluated it with smart-PLS. The findings established a positive correlation between distance learning, student interest, teachers' abilities, and curriculum development. The results also reveal that institutional support considerably modifies the relationship between distance learning, student interest, teacher abilities, and curriculum development in Jordanian K-12 schools. This research serves as a guide for legislators as they draught regulations governing curricular development. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Student stress and mental health during online learning: Potential for post-COVID-19 school curriculum development.

This article aims to analyze the trend of publications on student stress and mental health topics during online learning as well as the potential for post-COVID-19 curriculum development. 1456 articles were analyzed by the bibliometric method. Data were obtained from the Scopus database consisting of 1382 articles, 73 review articles, 1 conference article. Based on the analysis, Li X is the most productive author with 16 documents, while in terms of the number of citations, Wang C ranks first with 3897 citations. Meanwhile the most frequently used keywords were COVID-19 (n = 862), followed by stress (n = 312), mental health (n = 260), anxiety (n = 248), and depression (n = 214). These represent the trend of publications related to the topics discussed in 2020. Moreover, alternative research themes such as online learning, higher education, sleep, loneliness, perceived stress, insomnia, emotional intelligence, and psychological resilience can be further investigated in the future. This article recommends developing a curriculum that can accommodate various issues during COVID-19 and the changing learning climate after the pandemic. The potential for post-COVID-19 school curriculum development is also discussed.

Implementation of a food science and nutrition module in a dental undergraduate curriculum.

INTRODUCTION: To outline the development and implementation of a food science and nutrition module for dental undergraduate students that provides basic knowledge and clinical skills for improving oral health outcomes and understanding their importance for overall health. MATERIALS AND METHODS: Interdisciplinary discussions with professionals with expertise in food science and nutrition, including dentists, dietitians and nutritionists, were held to agree on core subject areas in line with the evidence base. The module was delivered online to 2nd-year dental students due to COVID-19 restrictions. Students completed an online evaluation on completing the module. Final examination consisted of one essay question. RESULTS: Subject areas and learning outcomes were derived from current and previous approaches to curriculum development. A total of 14 prerecorded lectures, including healthy eating guidelines, dietary assessment, specific oral effects of diet and food constituents were delivered and tutorials provided. The evaluation survey had a 90% (n = 39/43) response rate. A majority indicated that the course was "interesting," "worth doing" (59%) and "provided a good evidence base to understand nutrition and oral health" (87%). Nearly all students (92%) agreed that the course was "sufficiently structured to allow understanding of the key topics" and that "a good understanding of nutrition is important for a dentist" (95%). CONCLUSION: A food science and nutrition module developed by a multidisciplinary team enabled dental students to gain an understanding of the role of diet in oral and overall health. The module facilitated the development of skills that enable students to utilise dietary assessment techniques and promote dietary interventions beneficial to oral health. The approach taken may act as a template for other institutions.

Pandemic preparedness and response-related content to integrate into the msw curricula: Implications for provider burnout

The COVID-19 pandemic, a first in many generations disaster, has highlighted gaps globally among graduated social work providers. This qualitative study of (N = 12) inpatient social workers who provided care during the pandemic, strives to suggest specific disaster-related content to inform the MSW curricula. Thematic analysis suggested including: 1) self-care in a prolonged disaster;2) responding to nuances of the job;3) expansion and integration of practicum specialties;4) preparing for the effects of another pandemic;5) advocating for yourself;and 6) the public's view of social workers. Findings could potentially inform the content that is taught to MSW students post-pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Seeking ABET Accreditation for Computing Programmes in Africa: A Case Study of UNAM's BSc in Computer Science

ABET is the worldwide leader in accrediting pro-grams in computing, engineering, applied and natural sciences, and engineering technology. Only four of 54 countries in Africa have programmes which achieved ABET accreditation. During COVID-19 and in times of intense competition, it has become especially important for institutions to distinguish their programs as having high quality. Using the University of Namibia's Bachelor of Science in Computer Science as a case study, we use a systematic methodology to evaluate and analyse the programme in a detailed, step-by-step, easy-to-understand manner. We evaluate this program with respect to ABET's General Criteria and then examine how well it does against ABET's Program Criteria in computer science. Our aim is to pinpoint shortcomings and solutions. The results for the selected program, despite ticking positives for a number of criterion, show the need for considerable work to meet ABET accreditation. Our research stands to inspire university programs in Africa to strive for ABET accreditation as a way of distinguishing themselves. © 2022 IEEE.

The Feasibility of a Pediatric Distance Learning Curriculum for Emergency Nurses During the COVID-19 Pandemic: An Improving Pediatric Acute Care Through Simulation Collaboration

To develop and evaluate the feasibility and effectiveness of a longitudinal pediatric distance learning curriculum for general emergency nurses, facilitated by nurse educators, with central support through the Improving Acute Care Through Simulation collaborative. Kern's 6-step curriculum development framework was used with pediatric status epilepticus aimed at maintaining physical distancing, resulting in a 12-week curriculum bookended by 1-hour telesimulations, with weekly 30-minute online asynchronous distance learning. Recruited nurse educators recruited a minimum of 2 local nurses. Nurse educators facilitated the intervention, completed implementation surveys, and engaged with other educators with the Improving Pediatric Acute Care through Simulation project coordinator. Feasibility data included nurse educator project engagement and curriculum engagement by nurses with each activity. Efficacy data were collected through satisfaction surveys, pre-post knowledge surveys, and pre-post telesimulation performance checklists. Thirteen of 17 pediatric nurse educators recruited staff to complete both telesimulations, and 38 of 110 enrolled nurses completed pre-post knowledge surveys. Knowledge scores improved from a median of 70 of 100 (interquartile range: 66-78) to 88 (interquartile range: 79-94) (P =.018), and telesimulation performance improved from a median of 60 of 100 (interquartile range: 45-60) to 100 (interquartile range: 85-100) (P =.016). Feedback included a shortened intervention and including physician participants. A longitudinal pediatric distance learning curriculum for emergency nurses collaboratively developed and implemented by nurse educators and Improving Pediatric Acute Care through Simulation was feasible for nurse educators to implement, led to modest engagement in all activities by nurses, and resulted in improvement in nurses' knowledge and skills. Future directions include shortening intervention time and broadening interprofessional scope.

Curriculum, instruction, and assessment: A snapshot of world language education in Massachusetts

This large-scale study used a survey to collect data on K-12 world language classrooms in Massachusetts public schools, focusing on core instructional practices, curriculum, and assessment. The study resulted in 383 individual teacher completed responses, representing 188 districts, which was analyzed using descriptive statistics. Results indicate encouraging signs in the adoption of core proficiency-based instructional practices, thematic curriculum design, and the use of performance-based assessments. Further support for teachers in how to implement these practices is needed, along with attention to school leaders who may have no background in world language education but are tasked with supporting and evaluating world language teachers. Survey data were collected at the beginning of school closures due to COVID-19, capturing a picture of K-12 world language education and a point of comparison for future research.

Medical residents' and teachers' perceptions of the digital format of nation-wide didactic courses for psychiatry residents in Sweden: a survey-based observational study.

BACKGROUND: This study aimed to explore residents' and teachers' perceptions of the digital format of Metis (a national education network in Sweden) didactic courses for psychiatry residents in Sweden to guide post-pandemic curriculum development. METHODS: An online attitude survey was developed and sent out to 725 residents in psychiatry and 237 course directors/teachers. Data were examined descriptively and group differences were analysed with independent sample t-tests. RESULTS: The survey was completed by 112 residents and 72 course directors/teachers. Perceptions of digital formats were quite similar between the two groups with some significant differences i.e., residents agreed more strongly than directors/teachers with the statement that Metis courses in digital format were of the same quality (or better) than the classroom-based format. Residents perceived the positive effects of using interactive tools more than directors/teachers. More than 40% of the responders in both groups preferred a return to classroom-based course meetings. Responders in both groups suggested that different forms of digital elements (e.g., video-based and sound-recorded lectures, digital-group discussions, virtual patients) could be incorporated into different phases in the courses. CONCLUSIONS: The study represents the current largest survey among residents in psychiatry and a teaching faculty in Sweden, to understand the impact of digitalization on the quality of residents' education during the pandemic. The results point towards applying a mixed format for training and education going forward, incorporating digital aspects into the national curriculum.

Creating Virtual Ensembles: Common Approaches from Research and Practice

A virtual ensemble is a digital musical product that uses multiple recordings edited together to form a musical ensemble. Creating virtual ensembles can be a way for music educators to engage students through online music-making. This article presents eight steps for creating virtual ensembles in music education courses and classrooms. The steps are (1) identifying objectives and desired outcomes, (2) selecting repertoire, (3) developing learning resources, (4) creating an anchor for synchronizing, (5) choosing a recording method, (6) setting up a collection platform, (7) editing in postproduction, and (8) distributing the product. As online music production becomes more prevalent, projects like virtual ensembles can provide creative and exciting experiences for music teachers and students, whether produced in the classroom or through remote means on the Internet.

Shaping Open, Distance and e-Learning in Post School Education and Training: A Call for a Revised Agenda

The impact of the COVID-19 pandemic has brought the attention of distance education issues to the fore in a way not seen before. All forms of educational provision and sectors were affected by the pandemic. The aim of this conceptual leading article is to highlight three pertinent issues that need to be taken into account in Open, Distance and e-Learning (ODeL) to ensure the relevance of the Post School Education and Training (PSET) sector in the Fourth Industrial Revolution (4IR) and beyond. Based on a review of the literature, the article highlights three pillars of successful use of technology to enhance quality in PSET, especially in the wake of the worldwide transition to remote teaching and learning. The revised agenda comprises the questioning of previously held beliefs about learning and teaching, the responsiveness of curricula and ensuring the quality of ODeL offerings. It argues that unless traditional beliefs about teaching and learning are questioned and curricula are streamlined to align with the demands of the knowledge society, the value of PSET may be trivialised in a context that is so rapidly changing. It also argues that sound quality assurance mechanisms should be put in place to ensure sufficient depth in student learning experiences, rigour in assessment processes and confidence in graduates by employers and society at large. Using the theory of Connectivism as a lens, the authors provide a framework with some recommendations for sound ODeL teaching and learning practices that are relevant for the demands of the 4IR and beyond. The framework focuses on five pillars, which are foregrounding a student-centred approach, embracing appropriate technologies to support teaching and learning, strengthening the capacity to support success, ensuring appropriate assessment processes and regular curriculum revision and renewal.

The Design and Implementation of a Video-Facilitated Transdisciplinary STEM Curriculum in the Context of COVID-19 Pandemic

The COVID-19 pandemic has brought disruptions and constraints to K-12 STEM education, such as the shortened classroom time and the restrictions on classroom interactions. More empirical evidence is needed to inform educators and practitioners which strategies work and which do not in the pandemic context. In response to the call for more empirical evidence and the need for cultivating responsible and competent 21st century citizens, we designed and implemented a transdisciplinary STEM curriculum during the COVID-19 outbreak. In order to facilitate the smooth delivery of the learning contents and authentically engage learners in the learning process, multi-model video approaches were employed considering the characteristics of three disciplines, STEM, social service, and writing, as well as learner diversity. Pre- and post-test results indicated that students' transdisciplinary STEM knowledge improved significantly after completing the curriculum. The integration of STEM, social service, and writing disciplines promoted the growth of students' empathy, interest, and self-efficacy. Consistent with the quantitative results, students responded in the interview that their STEM knowledge and empathy were both enhanced. Some implementation strategies introduced in the current study are also applicable when the standard teaching order is restored in the post-COVID-19 era.

An Anti-Ableist Framework in Art Education

The study of ableism, often defined as disability discrimination and prejudice, is still nascent when compared with racism, homophobia, and sexism. Anti-ableism highlights the inequities of institutions, including public education, in the United States that are structured for the success of the White middle class and offer little hope and resources for children of color and with disabilities. In this article, Alice Wexler examines ways to conceive drawing with children with disabilities that would not require accommodation, which is an unintentionally ableist practice because it separates them from their peers--both physically and emotionally. She inquires what kind of drawing methods might be interesting to all students and invite children with diverse disabilities to participate. She suggests two examples of anti-ableist drawing methods: collaborative doodles and walking a/r/tography. Doodling, however, has been central in two of her recent teaching experiences, which she describes in this article. She argues that in art education, unlike other subjects, educators can use the visual arts to advance anti-ableism. The purpose of this article is to acknowledge that art education practices rarely take advantage of this possibility.

Examining the Use of Twitter in Online Classes: Can Twitter Improve Interaction and Engagement?

Student engagement promotes communication and knowledge acquisition, a concept that is challenged in the online environment as few opportunities exist to physically connect instructors and learners. Limited research suggests that social media is a tool that can positively impact student engagement in the online classroom, which is especially relevant in the case of the COVID-19 pandemic and learning formats transitioning online. Specifically, Twitter, a favoured format for sharing news, entertainment, and professional networking, may provide a platform and an opportunity for engagement between students and the instructor outside of the traditional, formal classroom setting. This research explores how postsecondary students enrolled in two introductory online self-directed asynchronous courses used social media tools for personal, professional, and academic purposes and how Twitter, as a course evaluation requirement, contributed to interaction and engagement. Relying on 104 pre- and 34 post-semester surveys, our analysis revealed that while Twitter was not used as widely as other social media platforms, a notable proportion of students shared positive perceptions about Twitter's use. Further analysis revealed some polarizing results with recommendations for successfully implementing Twitter in online learning.