TY - CHAP
T1 - Revitalising teaching practice in tertiary education for times of pandemic and beyond
AU - Camps, Nuria
N1 - This is first in a series focused on innovations teaching business and enterprise to business and non-business students. The series name is Higher Innovation Practices and Perspectives. In total 4 books are expected to be published each year. This book highlights different cases of contemporary best practises in higher education institutions globally. In this edition we feature recent research-based cases of successful pedagogic approaches implemented during the pandemic. The cases in the book reflect a variety and diversity of Higher Education institutions across the globe: Abertay University, Scotland; Coventry University, United Kingdom; ESAN Graduate School of Business, Peru; Landmark College, USA; Oxford Brookes University, United Kingdom; University of the Highlands and Islands, Scotland
PY - 2021/1/28
Y1 - 2021/1/28
N2 - This chapter reviews the Internet-enabled tools available for delivering subject content, addressing learner questions, organising discussion and assessment in situations where face to face contact with learners is either not possible or not intended. The methodological approach used is based on qualitative meta-analysis aiming at providing a pathway for organising fully online-based teaching, while assessing the suitability of the technology-enabled teaching tools available. The findings indicate that it is possible to recommend well-rounded online teaching beyond the typical paradigm of an all-inclusive virtual learning environment typically based on Blackboard or Brightspace. Arguably, the use of a flexible set of technological tools for organising the learning environment can be more efficient in organising learner journeys, compared to the statistical approach of clicks provided by Blackboard or Brightspace. The value of this work is in its attempt to discuss an eclectic provision of established as well more recent small-scale technological advances in supporting online teaching rather than adopting a virtual learning environment based on a single fairly sophisticated platform.
AB - This chapter reviews the Internet-enabled tools available for delivering subject content, addressing learner questions, organising discussion and assessment in situations where face to face contact with learners is either not possible or not intended. The methodological approach used is based on qualitative meta-analysis aiming at providing a pathway for organising fully online-based teaching, while assessing the suitability of the technology-enabled teaching tools available. The findings indicate that it is possible to recommend well-rounded online teaching beyond the typical paradigm of an all-inclusive virtual learning environment typically based on Blackboard or Brightspace. Arguably, the use of a flexible set of technological tools for organising the learning environment can be more efficient in organising learner journeys, compared to the statistical approach of clicks provided by Blackboard or Brightspace. The value of this work is in its attempt to discuss an eclectic provision of established as well more recent small-scale technological advances in supporting online teaching rather than adopting a virtual learning environment based on a single fairly sophisticated platform.
M3 - Chapter
VL - 1
T3 - Higher Innovation Practices and Perspectives
BT - Innovating in Teaching Enterprise, Business and Management in Higher Education: Best Practices in Times of Change
ER -