Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6944-3.CH010
A. Carter, Shayne Fogle, Shereen Seoudi, Catrina Ascenuik
Ryerson University is home to the Real Institute's ESL Foundation Program and was required to adapt programming and curricula for virtual teaching and learning in response to COVID-19. Despite difficulties at the outset, through the collaboration and creativity of a group of curriculum specialists and instructors, best practices regarding course management, assessment design, and program development for the teaching and learning of EAP and ESL curricula across time and space were discovered. The adaptation of curricula and programming for the virtual classroom was made possible due to the collaboration, innovation, and perseverance of instructors, administrative staff, and, of course, students.
{"title":"Promoting a Collegial, Collaborative, and Innovative Teaching and Learning Environment","authors":"A. Carter, Shayne Fogle, Shereen Seoudi, Catrina Ascenuik","doi":"10.4018/978-1-7998-6944-3.CH010","DOIUrl":"https://doi.org/10.4018/978-1-7998-6944-3.CH010","url":null,"abstract":"Ryerson University is home to the Real Institute's ESL Foundation Program and was required to adapt programming and curricula for virtual teaching and learning in response to COVID-19. Despite difficulties at the outset, through the collaboration and creativity of a group of curriculum specialists and instructors, best practices regarding course management, assessment design, and program development for the teaching and learning of EAP and ESL curricula across time and space were discovered. The adaptation of curricula and programming for the virtual classroom was made possible due to the collaboration, innovation, and perseverance of instructors, administrative staff, and, of course, students.","PeriodicalId":268151,"journal":{"name":"Shifting to Online Learning Through Faculty Collaborative Support","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124939792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6944-3.CH011
Vanessa Hammler Kenon, Perla M. Garcia, D. Schramm, Sarah J. Arellano
The sudden shift from face-to-face lectures to online learning occurred on a global scale at the onset of COVID-19 in early March 2020. The transition raised questions about faculty and students' abilities to use existing technology at national levels. COVID-19 has forced university staff to come up with out-of-the-box solutions because of the sudden shift. Such dramatic changes were not easily met because most teaching professionals only had experience with face-to-face lectures, assignments, and projects. This chapter explores utilizing online innovative technology for student success in higher education learning environments.
{"title":"Utilizing Online Innovative Technology for Student Success in Higher Education Learning Environments","authors":"Vanessa Hammler Kenon, Perla M. Garcia, D. Schramm, Sarah J. Arellano","doi":"10.4018/978-1-7998-6944-3.CH011","DOIUrl":"https://doi.org/10.4018/978-1-7998-6944-3.CH011","url":null,"abstract":"The sudden shift from face-to-face lectures to online learning occurred on a global scale at the onset of COVID-19 in early March 2020. The transition raised questions about faculty and students' abilities to use existing technology at national levels. COVID-19 has forced university staff to come up with out-of-the-box solutions because of the sudden shift. Such dramatic changes were not easily met because most teaching professionals only had experience with face-to-face lectures, assignments, and projects. This chapter explores utilizing online innovative technology for student success in higher education learning environments.","PeriodicalId":268151,"journal":{"name":"Shifting to Online Learning Through Faculty Collaborative Support","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126530802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6944-3.CH005
Ali Erarslan, Irina E. Beliakova, M. Kecherukova
The chapter presents a review of the approaches to cognitive flexibility as an ability, behaviour, and executive function in psychology and neuroscience. In education, it was used to develop cognitive flexibility theory, which is treated as a pedagogical tool to enhance learners' information processing skills. The chapter also stresses the importance of cognitive flexibility in the context of transformation to distance learning in two universities of Russia and one in Turkey during the coronavirus pandemic in Spring-Fall 2020 when faculty members were forced to use flexible and creative solutions and approaches to resume the discontinued in-person learning online and maintain it.
{"title":"Shifting to Online Learning Through Cognitive Flexibility","authors":"Ali Erarslan, Irina E. Beliakova, M. Kecherukova","doi":"10.4018/978-1-7998-6944-3.CH005","DOIUrl":"https://doi.org/10.4018/978-1-7998-6944-3.CH005","url":null,"abstract":"The chapter presents a review of the approaches to cognitive flexibility as an ability, behaviour, and executive function in psychology and neuroscience. In education, it was used to develop cognitive flexibility theory, which is treated as a pedagogical tool to enhance learners' information processing skills. The chapter also stresses the importance of cognitive flexibility in the context of transformation to distance learning in two universities of Russia and one in Turkey during the coronavirus pandemic in Spring-Fall 2020 when faculty members were forced to use flexible and creative solutions and approaches to resume the discontinued in-person learning online and maintain it.","PeriodicalId":268151,"journal":{"name":"Shifting to Online Learning Through Faculty Collaborative Support","volume":"303 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115114314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6944-3.CH015
Dittika Gupta, M. Montgomery, Colleen M. Eddy, C. Kalinec-Craig, Karisma Morton, Keely Hulme, Fardowsa M. Mahdi
This chapter focuses on a group of mathematics teacher educators across the state of Texas that utilized collaboration before and during a global pandemic in order to examine and apply equity issues in their own instruction and delivery of their mathematics methods courses. The authors will highlight and share how the use of collaboration that initiated with the focus on rethinking equity practices in methods courses morphed into a supportive environment that helped the group of mathematics teacher educators through a difficult transition in education due to COVID-19. The goal of the chapter is to urge educators to use collaboration as an impetus for professional development and establishing communities of practice.
{"title":"Developing and Supporting Mathematics Teacher Educators Through Virtual Collaborations","authors":"Dittika Gupta, M. Montgomery, Colleen M. Eddy, C. Kalinec-Craig, Karisma Morton, Keely Hulme, Fardowsa M. Mahdi","doi":"10.4018/978-1-7998-6944-3.CH015","DOIUrl":"https://doi.org/10.4018/978-1-7998-6944-3.CH015","url":null,"abstract":"This chapter focuses on a group of mathematics teacher educators across the state of Texas that utilized collaboration before and during a global pandemic in order to examine and apply equity issues in their own instruction and delivery of their mathematics methods courses. The authors will highlight and share how the use of collaboration that initiated with the focus on rethinking equity practices in methods courses morphed into a supportive environment that helped the group of mathematics teacher educators through a difficult transition in education due to COVID-19. The goal of the chapter is to urge educators to use collaboration as an impetus for professional development and establishing communities of practice.","PeriodicalId":268151,"journal":{"name":"Shifting to Online Learning Through Faculty Collaborative Support","volume":"380 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131882295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6944-3.CH001
Linda Baron, Xin Bai
This chapter discusses some challenges two faculty members faced after an abrupt shift to online learning during the pandemic of COVID-19. It also identifies opportunities that arose through their collegial collaboration to help students make a smooth transition to the remote learning setting. The two professors reflected on experiential strategies over varied topics including course design, student engagement and empowerment, and socioemotional support needed by both students and instructors in the process of collaboration and mutual mentoring. These discussions are documented over nine months in the form of conversations as the pandemic is stretching over two semesters. It illustrates the importance of collegial collaboration for promoting professional growth and personal wellbeing of both students and professors during times of crisis and chaos.
{"title":"College Professors Turning Chaos Into Collegial Collaboration","authors":"Linda Baron, Xin Bai","doi":"10.4018/978-1-7998-6944-3.CH001","DOIUrl":"https://doi.org/10.4018/978-1-7998-6944-3.CH001","url":null,"abstract":"This chapter discusses some challenges two faculty members faced after an abrupt shift to online learning during the pandemic of COVID-19. It also identifies opportunities that arose through their collegial collaboration to help students make a smooth transition to the remote learning setting. The two professors reflected on experiential strategies over varied topics including course design, student engagement and empowerment, and socioemotional support needed by both students and instructors in the process of collaboration and mutual mentoring. These discussions are documented over nine months in the form of conversations as the pandemic is stretching over two semesters. It illustrates the importance of collegial collaboration for promoting professional growth and personal wellbeing of both students and professors during times of crisis and chaos.","PeriodicalId":268151,"journal":{"name":"Shifting to Online Learning Through Faculty Collaborative Support","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124625258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：