Academia's Digital Voice: A Conversation on 21st Century Higher Education provides critical information on an area that needs particular attention given the rapid introduction and immersion into digital technologies that took place during the pandemic, including quality assurance and assessment. Sections discuss the rapid changes called into question as student mobility, pedagogical readiness of academics, technological readiness of institutions, student readiness to adopt online learning, the value of higher education, the value of distance learning, and the changing role of administration and faculty were thrust upon institutions.
The unprecedented speed of international lockdowns caused by the pandemic necessitated HEIs to make rapid changes in both teaching and assessment approaches. The quality of these and sacrosanctity of the academic voice has long been the central tenet of higher education. While history is replete with challenges to this, the current, rapid shift to online education may represent the greatest threat and opportunity so far.
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Table of Contents
1. Virtual exchange: Expanding access to global learning 2. A framework for distanced e-learning� in� digitally� constrained communities using WhatsApp 3. Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing onlinelearning 4. Mobilising screencast technology and ipsative design to transform feedback practices 5. Instructional approaches to increase students' engagement in the new normal learning setting 6. Gamification as an engagement, learning and interaction strategy for distance education in Mozambique 7. Upping our game-Increasing online engagement through gamified e-learning 8. Participatory learning culture: From spectators to creators in online learning environments 9. Online STEM teaching of practical chemistry: Challenges and possibilities 10. Pandemic-proof teaching: Blended learning infrastructure to support pivot to online/hybrid pedagogy 11. Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities 12. Assessment in higher education during troubled times: The case of a South African arts module 13. COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assessment principles still apply? 14. Application of trauma-informed teaching and learning principles in a blended learning environment 15. Student-centred learning, collaborative learning, and a pedagogy of care in an online foreign language teacher education course 16. Comparative reflections on the transition to online delivery in higher education during the COVID-19 pandemic 17. Skillsets and attributes for enhanced teaching-learning outcomes at higher educational institutions in disruptive times 18. COVID-19 consequences-Aligning learning outcomes with realigned teaching activities 19. Covid-19, community psychology and some thoughts on teachingand learning 20. HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice 21. Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning 22. Teaching adaptability in higher education institutions: A case study of a private Indian university 23. Faculty perspectives on Moodle migration during COVID-19: A view from the global South 24. Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19 25. Disruptions and delays: Lecturers' experiences of moving an information systems module online 26. Assessing the relationship between academic communities of practice and collegial learning: Case: Universit'e des Mascareignes� 27. The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic 28. Intersections of the mental, social, economic, and physical burdens of COVID-19 on women in academia 29. A metabletic investigation on the impact of living, learning, and leading university reform in the pandemic shadow 30. Towards authentic online assessment in higher education: Lessons learnt during the COVID-19 period 31. The voices of online students in the quality assurance process 32. Resit exams in Australian higher education: Lessons from a novel COVID-19 assessment trial 33. Prevalence of online cheating during the COVID-19 pandemic� 34. The 'futurist' voice of academia 35. Unbound education: Curriculum no longer confined by time and space 36. Meet Lisa: The robot who stole your job 37. Doctoral supervision: Let us dream about thesis defence! 38. The relevance of digital transformation in Africa in the wake of COVID-19: An uBuntu prospective 39. Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile
Authors
Upasana Gitanjali Singh Senior Lecturer, Discipline of Information Systems and Technology, University of KwaZulu Natal, Westville Campus, Durban South Africa. Dr Upasana Singh is the academic leader and a senior lecturer in the Discipline of Information Systems and Technology at the University of KwaZulu Natal, Westville Campus, in Durban, South Africa. She has a keen interest in Educational Technologies. In 2019 she completed her Fellowship in "Teaching Advancement in Universities� (TAU), from the CHE. Her primary area of research is Digital Teaching and Learning in Higher Education. https://orcid.org/0000-0002-9943-011X Chenicheri Sid Nair Executive Dean and Dean Learning, Teaching and Student Experience, Victorian Institute of Technology (VIT), Australia. Professor Sid Nair is currently Executive Dean and Dean Learning, Teaching and Student Experience at the Victorian Institute of Technology (VIT), Australia where he is responsible for the learning, teaching, student experience and quality matters of the Institution.Previous to this appointment at VIT, Sid was the Executive Director of the Tertiary Education Commission (TEC), Mauritius, the apex regulatory body where he was responsible for the formulation and execution of strategies, policies and procedures in the higher education sector in Mauritius.
Prior to joining TEC, he was Professor of Higher Education Development at the Centre for Education Futures (CEF), University of Western Australia His role was to build the capacity of academics in the digital delivery of their teaching. His career path also had him as Interim Director and Quality Advisor (Evaluations and Research) at the Centre for Higher Education Quality (CHEQ) at Monash University, Australia where he headed the evaluation unit at Monash University. In this capacity he restructured the evaluation framework at the university. The approach to evaluations at Monash has been noted in the first round of the Australian Universities Quality Agency (AUQA) audits and is part of the good practice database.
His research work lies in the areas of quality in the higher education system, classroom and school environments, and the implementation of improvements from stakeholder feedback. He has extensive lecturing experience in the applied sciences in Canada, Singapore and Australia. He is an international consultant in quality and evaluations in higher education. Craig Blewett Associate Professor at the University of KwaZulu-Natal, South Africa.. Dr. Craig Blewett is an Associate Professor at the University of KwaZulu-Natal, South Africa; an internationally acclaimed speaker and the developer of the ACT approach to teaching with technology. He has numerous books, papers, and other publications on a range of technology-related topics during his over 20-year academic career. Timothy Shea Associate Professor of Decision and Information Sciences at the Charlton College of Business, University of Massachusetts Dartmouth.. Dr Timothy Shea is an Associate Professor of Decision and Information Sciences at the Charlton College of Business, University of Massachusetts Dartmouth. He is a long-time, enthusiastic proponent of distance learning and teaching with technology, with 25 publications in peer-reviewed journals, and 70 international conferences and service activities.
