Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (4)
- Computer Sciences (3)
- Databases and Information Systems (3)
- Physical Sciences and Mathematics (3)
- Social and Behavioral Sciences (3)
-
- Asian Studies (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Business (1)
- Cognitive Psychology (1)
- Education Policy (1)
- Educational Methods (1)
- Educational Psychology (1)
- Educational Sociology (1)
- International and Area Studies (1)
- Management Sciences and Quantitative Methods (1)
- Online and Distance Education (1)
- Psychology (1)
- Public Affairs, Public Policy and Public Administration (1)
- Sociology (1)
Articles 1 - 6 of 6
Full-Text Articles in Education
Teaching And Learning Under Covid-19 Public Health Edicts: The Role Of Household Lockdowns And Prior Technology Usage, Neil Guppy, David Boud, Tania Heap, Dominique Verpoorten, Uwe Matzat, Joanna Tai, Louise Lutze-Mann, Mary Roth, Patsie Polly, Jamie-Lee Burgess, Jenilyn L. Agapito, Silvia K. Bartolic
Teaching And Learning Under Covid-19 Public Health Edicts: The Role Of Household Lockdowns And Prior Technology Usage, Neil Guppy, David Boud, Tania Heap, Dominique Verpoorten, Uwe Matzat, Joanna Tai, Louise Lutze-Mann, Mary Roth, Patsie Polly, Jamie-Lee Burgess, Jenilyn L. Agapito, Silvia K. Bartolic
Department of Information Systems & Computer Science Faculty Publications
Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students' main learning space, and technology became the sole medium of instructional delivery. We use the ideas of "digital disconnect" and "digital divide" to examine, for students and faculty, their prior experience with, and proficiency in using, learning technology. We also explore, for students, how household lockdowns and digital capacity impacted learning. Our findings are drawn from 3806 students and 283 faculty instructors from nine higher education institutions across Asia, Australia, Europe, and North America. For instructors, we …
Designing A Multiple Submission Policy Supporting Mastery Learning For A Design Thinking Class In A Purely Online Learning Environment, Marianne Kayle Amurao, Joseph Benjamin R. Ilagan
Designing A Multiple Submission Policy Supporting Mastery Learning For A Design Thinking Class In A Purely Online Learning Environment, Marianne Kayle Amurao, Joseph Benjamin R. Ilagan
Quantitative Methods and Information Technology Faculty Publications
Mastery learning is defined as an approach where students are equipped with complex skills required in the VUCA world instead of simple skills that only apply to traditional classrooms. One way to encourage mastery learning in the classroom is through repeated assessment, specifically formative ones. In this paper, we describe our experience in designing a multiple submission policy to support mastery learning for a design thinking class taught purely online amidst lockdowns due to COVID. The transition to online learning and today’s context presented an opportunity to target mastery learning instead of traditional learning outcomes, which we achieved in two …
Adding An International Student’S Voice To The Pandemic Discourse As Thinkers, Not Subjects: Reflections On Power, Stillness And Humanness, Sarah Jane Lipura
Adding An International Student’S Voice To The Pandemic Discourse As Thinkers, Not Subjects: Reflections On Power, Stillness And Humanness, Sarah Jane Lipura
Korean Studies Department Faculty Publications
As of this writing, the impact of the COVID-19 pandemic on international higher education is continuously being documented, drawing enough, if not too much, attention towards international students. However, the voices of international students remain muted such that much of what has been said about their experience do not directly come from them but from those who claim to speak on their behalf. In this essay, I attempt to add an international student voice to the pandemic discourse by shifting attention to international students not as subjects but as thinkers and co-producers of knowledge in their own right, in hope …
Cura Personalis: Institutionalizing Compassion During Emergency Remote Teaching, Ma. Monica L. Moreno, Ma. Mercedes T. Rodrigo, Johanna Marion R. Torres, Timothy Jireh Gaspar, Jenilyn L. Agapito
Cura Personalis: Institutionalizing Compassion During Emergency Remote Teaching, Ma. Monica L. Moreno, Ma. Mercedes T. Rodrigo, Johanna Marion R. Torres, Timothy Jireh Gaspar, Jenilyn L. Agapito
Department of Information Systems & Computer Science Faculty Publications
Faced with the fears and anxieties brought on by the COVID-19 crisis, educational institutions had to devise new compassion-based teaching and learning policies and approaches that recognized and provided for the pandemic’s psychological and emotional toll. This paper describes how the Ateneo de Manila University in the Philippines enacted its core value of cura personalis, care for the entire person, in the context of emergency remote teaching. We describe the circumstances that prompted the greater emphasis on compassion and the adjustments to classroom management, course content, class interactions, and assessment. Finally we describe the tradeoffs or costs of this …
Transactional Distances During Emergency Remote Teaching Experiences, Ma. Monica L. Moreno, Ma. Mercedes T. Rodrigo, Johanna Marion R. Torres, Timothy Jireh Gaspar, Jenilyn L. Agapito
Transactional Distances During Emergency Remote Teaching Experiences, Ma. Monica L. Moreno, Ma. Mercedes T. Rodrigo, Johanna Marion R. Torres, Timothy Jireh Gaspar, Jenilyn L. Agapito
Department of Information Systems & Computer Science Faculty Publications
The Transactional Distance Theory posits that successful remote learning occurs when teachers decrease psychological or transactional gaps. Narrowing the transactional distance can be achieved through a balance of appropriate course structure and dialogue, fostering healthy student autonomy in the process. This paper describes the Emergency Remote Teaching experiences of faculty and students of the Ateneo de Manila University in the Philippines. It examines these experiences in the context of the transactional distance framework. Findings show that a sudden shift to remote learning mandates greater student autonomy, which increases transactional distance. Because of this, efforts by faculty to increase student-teacher dialogue …
Balancing The Pedagogical And Practical Concerns In Remote Higher Education: A Cyberethnography, Jose Eos R. Trinidad, Samantha Joan Ackary, Lyka Janelle P. Pacleb, Sophia Sue Tabanao, Jan Llenzl Dagohoy
Balancing The Pedagogical And Practical Concerns In Remote Higher Education: A Cyberethnography, Jose Eos R. Trinidad, Samantha Joan Ackary, Lyka Janelle P. Pacleb, Sophia Sue Tabanao, Jan Llenzl Dagohoy
Interdisciplinary Studies Faculty Publications
The COVID-19 pandemic brought about physical school closures and quick transitions online, with universities making decisions for this new mode of instruction. Such decisions, however, were open to discussion and debates, particularly as students and instructors held varying concerns, experiences, and expectations for remote learning. We investigate what these debates are using a cyberethnography of a Facebook group for students and faculty, and an anonymous Freedom Wall page for students in the same university. The concerns centered on workload that balanced academic rigor and practical exigencies; learning modalities that balanced accountability and flexibility; and assessments that balanced academic integrity and …