Higher Education Commons^™

Remote Teaching In Nepalese Higher Education During Covid-19: Teachers' Perspectives, Suman Laudari, Sojen Pradhan, Sanjay Lama

Higher Learning Research Communications

Objectives: The purpose of the study was to examine the factors that supported or inhibited teacher participation in remote teaching. Teaching and learning in Nepal was predominantly face-to-face prior to the pandemic, and the previous studies showed that the use of educational technology in higher education was limited.

Method: This exploratory case study draws on data derived from focus group discussions with teachers in higher education. Thematic analysis was employed to explore the impacts of different factors in sudden transition to remote teaching.

Findings: Findings show that personal factors such as teachers’ sense of duty and their attitude towards technology …

Changes That Should Remain In Higher Education Post Covid-19: A Mixed-Methods Analysis Of The Experiences At Three Universities, Águeda Benito, Kubra Dogan Yenisey, Kavita Khanna, Manuel Felipe Masis, Rosa Maria Monge, Mehmet Ali Tugtan, Luis Diego Vega Araya, Rekha Vig

Higher Learning Research Communications

Objectives: The goal of the present study is to describe how the transition to remote emergency delivery was addressed in three universities during the COVID-19 pandemic, to determine the satisfaction levels of their students and faculty with this new teaching-learning experience, and to gather their opinions about the future of higher education.

Method: The study uses a mixed-methods approach, including faculty and student surveys and focus groups

Results: The study shows high satisfaction with the emergency remote delivery and clearly reflects the relevance of enhancing the digital components of future learning experiences in higher education and a unanimous preference for …

Exploring Faculty Members’ Multicultural Competence At A Faith-Based Institution, Stephanie Fenwick

Walden Dissertations and Doctoral Studies

This study explored challenges related to issues of diversity for faculty members teaching in nontraditional adult degree completion programs. The problem addressed was an increasing expectation that faculty members facilitate learning to help increase the cultural proficiency of their students without having prior training or needed experience. A critical appreciative inquiry (CAI) case study methodology with a transformative conceptual framework was used to explore the intersection of effective adult learning paradigms and multicultural competence. The primary research question addressed the cultural competence challenges that faculty members confront when teaching in the adult classroom. A purposeful sample of 188 faculty members …