Titlebook: Agile Learning Environments amid Disruption; Evaluating Academic Md Golam Jamil,Dawn A. Morley Book 2022 The Editor(s) (if applicable) and

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MAIZE

Implications of COVID-19 on Researcher Development: Achievements, Challenges, and Opportunitiesa centralised online programme of researcher development for postgraduate researchers (PGRs). This multi-viewpoint chapter explores the facilitators’ experience of delivering online workshops, PGRs participation, and the programme management’s experience of coordinating the activities. This study fi

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Redefining the Role of Programme Leadership in Preserving Intended Learning Outcomes during the COVIance and achieving intended learning outcomes (ILOs). This study tested the effectiveness of the approach of one university’s PD in preserving the department’s ILOs during the sudden transition to remote learning because of the COVID-19 pandemic. Conducted at Princess Nourah bint Abdulrahman Univers

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Clumsy or Competent? The Social and Cultural Dimensions of Using Blackboard Collaborate at the Univeo explore why, how and to what extent the use of this online learning management system makes pedagogical sense in remote instruction during the COVID-19 pandemic. The study is qualitative in nature using semi-structured interviews with four faculty members and four students. The data explain the pe

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Multimodality, Mediation and Communities of Practice: Developing a Sense of Belonging through DigitaUsing an innovative teaching strategy drawing on research insight into online communities and the importance of multimodality of communication modes, a suite of communication tools and a revamped communication and teaching strategy allowed students to own the online space and produce and share edito

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Chinese Undergraduates’ Perspectives of an Emergency Shift to Online English Instruction during COVIraditional face-to-face instruction to online instruction. This raises questions about whether the Emergency Remote Teaching (ERT) is perceived as satisfactory by students. This study reports on a case of Wuhan University of Technology’s ERT practices, investigating 59 Chinese undergraduates’ learni

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https://doi.org/10.1007/978-3-030-92979-4academic innovation; higher education; remote learning; learning technology; educational evaluation