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Pandemic pedagogy : preparedness in uncertain times /
"The COVID-19 pandemic has impacted over a billion students, resulting in a mass transition to online education and the cancellation or postponement of countless seminars, workshops, exams, sports events and conferences. While remote learning has allowed institutions to continue providing educa...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Bingley, UK :
Emerald Publishing Limited,
2023.
|
| Edición: | First edition. |
| Colección: | Innovations in higher education teaching and learning ;
v. 49. |
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 003 | OCoLC | ||
| 005 | 20231005004200.0 | ||
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| 016 | 7 | |a 020999407 |2 Uk | |
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| 020 | |a 9781800714700 |q electronic book | ||
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| 020 | |z 9781800714717 |q hardcover | ||
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| 035 | |a (OCoLC)1378935817 |z (OCoLC)1378709551 | ||
| 037 | |a 9781800714724 |b Emerald Publishing | ||
| 050 | 4 | |a LB2331 |b .P36 2023 | |
| 080 | |a 378 | ||
| 082 | 0 | 4 | |a 378.17 |2 23/eng/20230724 |
| 049 | |a UAMI | ||
| 245 | 0 | 0 | |a Pandemic pedagogy : |b preparedness in uncertain times / |c edited by Enakshi Sengupta. |
| 250 | |a First edition. | ||
| 264 | 1 | |a Bingley, UK : |b Emerald Publishing Limited, |c 2023. | |
| 264 | 4 | |c Ã2023 | |
| 300 | |a 1 online resource (viii, 206 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Innovations in Higher Education Teaching and Learning Series ; |v volume 49 | |
| 504 | |a Includes bibliographical references and indexes. | ||
| 505 | 0 | |a Intro -- Series Editors' Introduction -- Part 1: Engaging Students. Chapter 1: Introduction to Pandemic Pedagogy: Preparedness in Uncertain Times -- Introduction -- Chapter Overviews -- References -- Chapter 2: When the "Cultural Other" Becomes Socially Close During the Covid-19 -- Introduction -- Global Citizenship Education -- Global Citizenship and the COVID-19 Pandemic -- Intercultural Citizenship -- Intercultural Competencies and Intercultural Communication -- Intercultural Communication -- The Context of this Chapter -- Methodology -- Data Analysis -- Post-test Semi-structured Interviews -- Observational Field Notes -- Discussion and Findings -- Conclusion -- References -- Chapter 3: Strengthening Online Education Approaches in Institutions of Higher Learning -- Background -- Review of Literature -- Methodology -- Results -- Student Orientation -- Active Learning -- Flexibility -- Time-based Flexibility -- Location-based Flexibility -- Pace-based Flexibility -- Teaching Presence -- Instructional Design -- Facilitation of Discourse -- Direct Instruction -- Student Motivation -- Intrinsic Motivation -- Extrinsic Motivation -- Assessment Methods -- Knowledge-based Assessment -- Discussion Forums -- Reflection-based Assessment -- Project-based Assessment -- Effective Feedback -- Course Lecturer Feedback -- Peer Feedback -- Computer-generated Feedback -- Discussion -- Conclusions and Implications for Practice -- References -- Chapter 4: Evidence-informed Practices for Fostering Self-regulated and Resilient Learners -- Introduction -- The Importance of Self-regulated and Resilient Learning Skills -- Power and Privilege Associated with Resiliency -- Trauma-informed Teaching for Fostering Resilient Learners -- Pedagogies of Kindness -- How Do We Foster Self-regulated and Resilient Learners? -- Strategies for Fostering Self-regulated Learners -- Develop Metacognitive Processes -- Provide Flexibility in Content Engagement -- Improve Platform Literacy -- Foster Community Building -- Encourage Students to Seek Help from Instructors -- Offer Scaffolded Assignments and Timely Feedback -- Develop Time Management Skills -- Link Material to Student Experience -- Strategies for Fostering Resilient Learners -- Effort Regulation and Higher Order Thinking -- Support Metacognitive Processing -- Emphasizing Failure as Part of the Learning Process -- Low-stake Assessments -- Sustainable Teaching Practices -- Conclusion -- References -- Chapter 5: Humanizing the Classroom in the Face of a Dehumanizing Pandemic -- Introduction -- Humanity Matters -- Mount Saint Mary College -- The Data We Collected -- Faculty Perspectives -- Recommitting to Compassion in the Classroom -- Communicating With Compassion -- Building Community -- Feedback Still Matters -- Take-aways -- Course Design -- Community Building -- State of Emergency -- Course Design and Delivery -- Design for Interaction. | |
| 520 | |a "The COVID-19 pandemic has impacted over a billion students, resulting in a mass transition to online education and the cancellation or postponement of countless seminars, workshops, exams, sports events and conferences. While remote learning has allowed institutions to continue providing education to students throughout these circumstances, it has also created a number of challenges for the mental health of both faculty and students as well as to the technical capabilities of higher education institutions. At the start of the pandemic, not every university had the necessary facilities for the quick switch to remote learning, not all faculty were prepared to make it and not all students were equipped to take on more responsibility for their learning. Pandemic Pedagogy: Preparedness in Uncertain Times collates various case studies and other empirical research that examine learning practices and demonstrate approaches to address future catastrophes and continue the pandemic recovery process. Contributors discuss both theoretical models and strategic frameworks currently in use, as well as the benefits they provide, helping institutions address student and faculty concerns and prioritise future preparedness. Designing an adaptable education system capable of dealing with future crises, Pandemic Pedagogy: Preparedness in Uncertain Times will benefit educators, leaders, policy makers, government organizations, university faculty members and students." -- |c Provided by publisher. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on July 24, 2023). | ||
| 590 | |a Emerald Insight |b Emerald All Book Titles | ||
| 650 | 0 | |a College teaching. | |
| 650 | 0 | |a COVID-19 Pandemic, 2020- |x Influence. | |
| 650 | 0 | |a Education, Higher. | |
| 650 | 7 | |a Teaching skills & techniques. |2 bicssc | |
| 650 | 7 | |a Education |x Teaching / Methods & Strategies. |2 bisacsh | |
| 650 | 7 | |a Education, Higher. |2 fast |0 (OCoLC)fst00903005 | |
| 700 | 1 | |a Sengupta, Enakshi, |e editor. | |
| 776 | 0 | 8 | |i Print version: |a Sengupta, Enakshi |t Pandemic Pedagogy |d Bingley : Emerald Publishing Limited,c2023 |z 9781800714717 |
| 830 | 0 | |a Innovations in higher education teaching and learning ; |v v. 49. | |
| 856 | 4 | 0 | |u https://emerald.uam.elogim.com/insight/publication/doi/10.1108/S2055-3641202349 |z Texto completo |
| 938 | |a Askews and Holts Library Services |b ASKH |n AH41013270 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL7246270 | ||
| 938 | |a YBP Library Services |b YANK |n 20211947 | ||
| 938 | |a EBSCOhost |b EBSC |n 3467112 | ||
| 994 | |a 92 |b IZTAP | ||