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Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward

Edited by
May 2023
348 pages
  • ISBN978-3-0365-7513-1 (Hardback)
  • ISBN978-3-0365-7512-4 (PDF)
https://doi.org/10.3390/books978-3-0365-7512-4
Free download (PDF)

This book is a reprint of the Special Issue Reshaping Higher Education for a Post-COVID-19 World: Lessons Learned and Moving Forward that was published in

Social Sciences, Arts & Humanities
Summary

The rapid emergence of COVID-19 presented unprecedented challenges to the education sector. COVID-19 caused the full or partial closing of schools and universities, as well as the cancellation of face-to-face activities in most parts of the world. To conduct business as usual, many higher education providers have taken steps towards digital transformation, moving to online or hybrid learning and teaching delivery approaches. This reprint provides timely research on the impact of COVID-19 on education systems, including the lessons learned. It seeks to unite scholars, educators, policymakers and practitioners to collectively and critically identify, investigate and share the best practices that may lead to rethinking and reframing the way we deliver education in the future.

Format
  • Hardback
License
© 2022 by the authors; CC BY-NC-ND license
Keywords
COVID-19; online instruction; belongingness; engagement; STEM education; study abroad; international education; community of inquiry; CoI; emergency remote teaching; ERT; online learning; COVID-19; graduate students; digital divide; undergraduates; internet access; technology access; Hispanic-Serving Institution; underserved and vulnerable students; COVID-19; lecturing; lecture capture; higher education; flipped teaching; blended learning; digital learning; COVID-19; higher education; student perspective; COVID-19; disruptive learning contexts; transformational learning; graduate competencies; postgraduate medical education; registrars; COVID-19; emergency remote teaching; face-to-face classes; academic performance; history/mission; internet/virtual learning; first-year undergraduates; second-year undergraduates; general chemistry; survey; assessment; COVID-19; higher education; social media; technology; professional identity; academic lecturers; higher education; COVID-19; seniority; academic rank; work performance; occupational security; COVID-19; digital education; teaching and learning; sustainable education; higher education; educational innovation; ‘New Normal’ transition; face-to-face education; online education; physics; COVID-19; belonging; COVID-19; online instruction; STEM education; higher education; online learning; hybrid learning; laboratory-based teaching; student engagement; student experience; teaching; higher education academy (HEA); learning; COVID-19; education; diversity; group learning; sustainability; systematic review; annotated bibliography; student engagement; interior architecture; blended online learning; COVID-19; research modules; blended learning; curriculum; post-COVID-19; teacher education; distance learning; nursing education; COVID-19; social learning; peer mentor