This book exemplifies the challenges and successes of online learning, teaching and leading in times of crises. It helps shed light on the issues facing online and face-to-face practitioners having to cope with the COVID-19 pandemic and continue education within the confines of a specific interface. The volume includes new research and information, which can be built upon in the coming months and years depending on how long the pandemic persists. Therefore, it adds a geometric dimension to the current research on online teaching, learning and leading with emphasis on what can be done during a pandemic.
The book is beneficial because it is timely and significant based on current happenings in the world. Its findings contribute to expansive research on online learning, teaching and leading but with a focus on emergency education. The information contained in the book is significant to different regions in the world such as the Caribbean, UK, USA, Greece, Mauritius inter alia. The book is of interest to teachers, students, parents, leaders and anyone who wants to adopt online education.
Charmaine Bissessar is a senior lecturer at University of Guyana and is currently the Acting Director of The Centre for Excellence in Teaching and Learning. She has been involved in online teaching for the past 11 years and has written on online teaching and learning. She has worked as an online lecturer and course coordinator and developer with University of The West Indies Open Campus and supervised Masters of Education students at University of Roehampton London online via Laureate International Universities. Dr. Bissessar continues to research and is passionate about online and emergency remote teaching, learning and leading. She has written on online education from different perspectives such as students self-determination, PsyCap and online students. Dr. Bissessar is interested in how the key stakeholders involved in the learning, teaching, and leading processes are coping with the transition from face-to-face to emergency remote education.
Part 1: Online Learning in Times of Crises.- Chapter 1: Students, Teachers and Leaders responses to the move from face-to-face to online learning: A case study.- Chapter 2:Motivation of students for online learning: Challenges and Constraints.- Chapter 3: Moving from face-to-face to online learnin: Instructors Perspectives in Emergency Education.- Chapter 4: COVID-19 Implications for the Future of Higher Education Internships.- Chapter 5: Navigating Isolation: Written feedback to online NNES (Non-Native English Speaking) research students in an emergency environment.- Chapter 6: Teaching the arts through online education in times of crisis.- Chapter 7: How prepared are we for online education? The case of Ukraine.- Chapter 8:Isolation at Work: A Comparison between On Campus and Online Faculty during the Covid-19 Lockdown.- Chapter 9: Emergence of synchronous technologies and the pivotal role they play in online education in the time of emergency.- Part 3: Online Leadership in Times of Crises.- Chapter 10:Higher Education Quality Assurance in pandemic times.- Chapter 11: Maintaining Quality in Teaching and Learning in Higher Education during the COVID-19 Pandemic.- Conclusion.
