Making the Most of Online Classes: Clipping pedagogy's Future?

Since Internet video transmission emerged around 2000, online classes have yet to produce pandemic protocols and etiquette. Teachers and students alike remain in unknown territory. Sporadic rules emerge, as the audience muting their microphones, but whether videos should be on or off remains unclear, as too online exam policies (varying as they do from instructor to instructor). The onset of online classes makes standards-convergence an imperative. Personal pedagogical experiences and practices (from three terms of undergraduate/graduate electrical engineering IUB online courses) also suggest the need for a micro-macro "best practices” manual, asking if videos can be kept on or not, recording (but not distributing) classes and examinations, and permitting open-book tests and open Internet (without third-party communications). As globalizing and localizing forces both support and oppose each other, optimizing post-COVID-19 pedagogical solutions help. Overcoming pandemic and lockdown mindsets may be key to enhancing our perceptions and pedagogical practices. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2023.

Academic Writing and Information Literacy Instruction in Digital Environments: A Complementary Approach

This book offers an interdisciplinary approach to the teaching of academic writing and information literacy in a new digital dimension, drawing on recent trends towards project-based writing, digital writing and multimodal writing in Education, and synthesising theory with practice to provide a handy toolkit for teachers and researchers. The author combines a practical orientation to teaching academic writing and information literacy with a grounding in current theories of writing instruction in the digitalized era, and argue that as digital environments become more universal in modern society - particularly in the aftermath of the coronavirus pandemic - the lines between traditional academic writing and multi-modal digital writing must necessary become blurred. This book will be of use to teachers and instructors of academic writing and information literacy, particularly within the context of English for Academic Purposes (EAP), as well as students and researchers in Applied Linguistics, Pedagogy and Digital Writing. © The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.

Virtual and Hybrid Classes as The Challenge Assumed During The SARS-CoV-2 Pandemic: An Interdisciplinary Qualitative Approach

The SARS-CoV-2 pandemic forced educational institutions worldwide to deploy virtual and hybrid classes as a unique option to continue with the teaching-learning process. However, these modalities imply important efforts on the part of teachers, students, and administrative staff to ensure the teaching-learning process quality. Considering the above, this research work carries out a qualitative interdisciplinary analysis using the focus group technique intending to determine the perceptions, challenges, trends, and trade-offs of the virtual and hybrid modalities during and after the SARS-CoV-2 pandemic. Our analysis involves various disciplines (e.g., pedagogical and andragogical, social-economic, ergonomic, educational technology, and product & service innovation perspectives). As a result, some particular findings of each perspective are shown. The results of this research work can help the body of technical knowledge related to the curricula design at different educational levels to increase the efficiency of hybrid and virtual classes. Finally, this research work has some limitations, therefore the findings presented are suggestive rather than definitive. © 2022 IEEE.