Linked e-resources
Details
Table of Contents
Intro
Foreword
Contents
Notes on Contributors
List of Figures
List of Tables
How Teachers Around the World Realigned Classrooms and Pedagogical Tools for Online Consumption
1 Introduction
2 Two Major Book Parts
3 Part I: Faculty Lived Experiences and Programme Design
4 Part II: Learning Approaches and Pedagogical Practices
5 Future Research Implications
Reference
Part I: Faculty Lived Experiences & Programme Design
Exploring Social Learning Theory in Synchronous Design for Engagement in Online Learning
1 Introduction
2 Designing for Adults to Learn Online
3 Social Learning Theory Applied to Online Learning
4 Dialogic Learning
5 Methodology
6 Our Personal Narrative and Reflections
6.1 Creating Social Learning
6.2 Clear Rituals and Signals to Create Social Spaces
7 Conclusion
References
On Becoming a Qualitative Researcher: Transformative Learning Theory in an Online Research Course
1 Introduction
2 Theoretical Framework
3 Qualitative Course Sequence: Design of the Two-Term, Online Delivery
4 Learning Activity: Researcher's Philosophy
4.1 Learning Activity: Journaling
4.2 Learning Activity: Qualitative Observations
4.3 Learning Activity: Qualitative Interviewing Skills Development
4.4 Learning Activity: Pilot Study
4.5 Learning Activity: What Have I Learned about Becoming a Qualitative Researcher
5 Application of the Transformative Learning Practices to Course Experiences
5.1 Practice 1: Cultural Responsiveness
5.2 Practice 2: The Conscious Use of Activities that Promote Learner Self-Reflection
5.3 Practice 3: The Application of Critical Thinking Skills
5.4 Practice 4: Empathic Dialogue (Peer-to Peer-Feedback)
5.5 Practice 5: Praxis (Reflection on Action)
6 Implications
7 Conclusion
References
Teaching Courses Online: Practical Implications from an International University Teachers' Survey
1 Introduction
1.1 What Can We Learn from This Experience of Online Teaching?
2 Literature Review
3 Survey Design
4 Survey Evidence
5 Concluding Remarks
References
Flourishing Or Languishing? Exploring the Lived Experiences of Faculty Negotiating the Challenges of Synchronous and Asynchronous Delivery
1 Introduction and Review of Literature
2 Research Design and Methods
3 Results: The Flourishing-Languishing Cline
3.1 Flourishing Individual Profiles
3.2 Languishing Individual Profile
4 Cross-case Analysis and Discussion: En Route to Flourishing
4.1 Setting Off: Two Trajectories
4.2 Finding a Way: Navigating Turbulence
4.3 The Fog Lifts: The Emergence of Flourishing
4.4 The Influence of Gender
5 Findings & Recommendations
6 Limitations and Recommendations for Further Research
References
Foreword
Contents
Notes on Contributors
List of Figures
List of Tables
How Teachers Around the World Realigned Classrooms and Pedagogical Tools for Online Consumption
1 Introduction
2 Two Major Book Parts
3 Part I: Faculty Lived Experiences and Programme Design
4 Part II: Learning Approaches and Pedagogical Practices
5 Future Research Implications
Reference
Part I: Faculty Lived Experiences & Programme Design
Exploring Social Learning Theory in Synchronous Design for Engagement in Online Learning
1 Introduction
2 Designing for Adults to Learn Online
3 Social Learning Theory Applied to Online Learning
4 Dialogic Learning
5 Methodology
6 Our Personal Narrative and Reflections
6.1 Creating Social Learning
6.2 Clear Rituals and Signals to Create Social Spaces
7 Conclusion
References
On Becoming a Qualitative Researcher: Transformative Learning Theory in an Online Research Course
1 Introduction
2 Theoretical Framework
3 Qualitative Course Sequence: Design of the Two-Term, Online Delivery
4 Learning Activity: Researcher's Philosophy
4.1 Learning Activity: Journaling
4.2 Learning Activity: Qualitative Observations
4.3 Learning Activity: Qualitative Interviewing Skills Development
4.4 Learning Activity: Pilot Study
4.5 Learning Activity: What Have I Learned about Becoming a Qualitative Researcher
5 Application of the Transformative Learning Practices to Course Experiences
5.1 Practice 1: Cultural Responsiveness
5.2 Practice 2: The Conscious Use of Activities that Promote Learner Self-Reflection
5.3 Practice 3: The Application of Critical Thinking Skills
5.4 Practice 4: Empathic Dialogue (Peer-to Peer-Feedback)
5.5 Practice 5: Praxis (Reflection on Action)
6 Implications
7 Conclusion
References
Teaching Courses Online: Practical Implications from an International University Teachers' Survey
1 Introduction
1.1 What Can We Learn from This Experience of Online Teaching?
2 Literature Review
3 Survey Design
4 Survey Evidence
5 Concluding Remarks
References
Flourishing Or Languishing? Exploring the Lived Experiences of Faculty Negotiating the Challenges of Synchronous and Asynchronous Delivery
1 Introduction and Review of Literature
2 Research Design and Methods
3 Results: The Flourishing-Languishing Cline
3.1 Flourishing Individual Profiles
3.2 Languishing Individual Profile
4 Cross-case Analysis and Discussion: En Route to Flourishing
4.1 Setting Off: Two Trajectories
4.2 Finding a Way: Navigating Turbulence
4.3 The Fog Lifts: The Emergence of Flourishing
4.4 The Influence of Gender
5 Findings & Recommendations
6 Limitations and Recommendations for Further Research
References