Index

Citation

(2022), "Index", Brown, B.A. and Irons, A. (Ed.) The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning, Emerald Publishing Limited, Leeds, pp. 325-332. https://doi.org/10.1108/978-1-80382-193-120221016

Publisher

:

Emerald Publishing Limited

Copyright © 2022 Byron A. Brown and Alastair Irons

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INDEX

(Ab)normal for education

, 236–238

Abstract conceptualization abilities (AC abilities)

, 109, 110

Abuse, unauthorised access of

, 259–261

Academic administration

, 189–191

Academic voices of distress

, 200–204

Active experimentation abilities (AE abilities)

, 109, 110

Active learning

, 30, 49

Activity blend

, 49

Admissions

, 273–274

Affective learning

, 96–97

Africa

COVID-19 pandemic in

, 174

universities in

, 64–65

Africa’s higher education

changing higher education markets

, 20–24

COVID-19 crisis

, 15

Digital Age

, 14

institutions to changing pedagogy

, 17

neoliberalism

, 15–16

pressures from changing students

, 20–24

pressures of COVID-19 and neoliberalism in

, 18–20

Revolution

, 16

risks and rewards

, 30–32

university core values and pressures in teaching

, 24–30

African countries

, 46

African cultural traits

, 294

African cultures

, 291–292

African expectations of higher education

, 295–298

methodology and data

, 301–304

practical advice for African higher education institutions

, 309–310

African Union (AU)

, 23

Afro-communal purpose of higher education

, 297–298

support for

, 304–308

Alternative assessment methods

, 165

Anonymous online reporting

, 256–257

‘Anytime, anywhere’ learning

, 76

Apple Operating System

, 122–123

Appraisal support

, 95

Assessment, 154, 188 (see also Flexible assessment)

adaptive approaches

, 161–163

emergency

, 154–155

flexibility in learning and

, 155–158

integrated assessment designs

, 161–163

literacy

, 161

principles of flexible assessment

, 158–161

strategies for embedding flexible assessment

, 163–168

Assessment emergency (see Emergency assessment)

Association of Chartered Certified Accountants

, 272

Asynchronic communication

, 51

Asynchronous communication

, 61

Asynchronous learning

, 135

tools

, 220–223

Authentication

, 58

Autonomy

, 86–87

Badges and quality assurance

, 191

‘Best of blends’ approach

, 64

Blended across delivery

, 49

Blended environments

pitfalls of interaction and engagement in

, 224–226

Blended learning

, 31, 48

tools

, 220–223

Blockchain consensus

, 184–185

Blockchain technology

, 175, 319–320

academic administration

, 189–191

architecture

, 180–185

consensus

, 184

context

, 179

COVID-19 emergencies

, 175–178

data analysis

, 179

digital assets

, 182–184

digital signature, and classification

, 180–182

focus of research

, 179

meaning

, 180

smart contracts and smart property

, 184–185

teaching, learning, and administration

, 175–178, 185

teaching and learning

, 186–188

Blogs

, 222

Botswana Institute of Chartered Accountants (BICA)

, 272

Botswana Qualifications Authority (BQA)

, 270–271

advisory to tertiary education sector

, 277–278

Botswana tertiary education landscape

, 269

Campus closure

, 269–270

Campus dormitory and dining

, 272–273

Capabilities approach

, 159

Care Act (2014)

, 253

Caregivers

, 295

Centre for Global Development (CGD)

, 283

Chartered Institute of Management Accountants

, 272

Classroom-based teaching practices

, 40

Collaboration

, 87

Collaborative engagement

, 218

Collaborative groups

, 90

Collaborative learning and teaching

, 186–187

Collaborative learning approach (CLA)

, 82, 87–92

Communal relations

, 308–309

Communication synchrony

, 50–54

Community of practice

, 300–301

Competence

, 225

Computer-mediated-communication technology

, 2, 51, 61

Concrete experience abilities (CE abilities)

, 109, 110

Constructivist learning

, 46

Content-based pedagogies

, 76

Context, input, process, and outcomes (CIPO)

, 147–148

Context, input, process, and product impact model (CIPP model)

, 49

Contingent shifting

, 96

Contructivism

, 214–216

COVID-19

, 1, 108, 267–268

crisis

, 15, 247

emergencies

, 175–178

higher education landscape

, 246

lockdowns

, 246

outbreak

, 246, 271

pandemic

, 39, 72, 130, 174, 246, 317, 321

protocols

, 268

Critical reflection

, 112

Cryptography mechanism

, 181

Cultural dimensions theory

, 292–293

Culture

, 291–295, 303

Cyberattacks

, 235

Cybercriminal creativity

, 236

Cybersecurity

, 246, 261

(ab)normal for education

, 236–238

balancing educational needs

, 240–241

digital transformation

, 232

educational environment

, 231–232

in educational environments

, 233–234

in emerging digital classroom

, 238–239

security requirements

, 240–241

value of student data

, 238

Deep learning

, 187

Degree apprenticeship

, 49–50

Digital Age

, 14, 75

Digital assessments

, 56–58

Digital assets

, 182–184

Digital asynchronous learning

, 53

Digital education

, 307–309

pedagogy

, 294

Digital era

, 42–44

Digital ethnographic approach

, 49, 50

Digital first approach

, 47, 48, 64

Digital first intervention

, 49–50

Digital first pedagogical approach

, 50

Digital harassment and abuse

, 248

Digital immigrants

, 22, 42, 43

Digital learning, 40–41 (see also Online learning)

class size

, 54–56

communication synchrony

, 50–54

development of empirical evidence

, 46–50

digital assessments

, 56–58

digital era and

, 42–44

and digital technologies

, 45–46

inclusion and exclusion in

, 63

pedagogical models of

, 42

pedagogy

, 50

student support mechanisms

, 60–63

systems framework

, 44

technology

, 154, 291

Digital natives

, 22, 42, 43, 249–250

Digital poverty

, 318

Digital rich experience

, 49

Digital services

, 39

Digital signature

, 180–182

Digital synchronous learning

, 53

Digital technology

, 45–46, 291

and pedagogy

, 58–60

Digital transformation

, 232

Digitalised trust

, 180

Distance education

, 214

Distance learning

, 40, 131

Distress academic, voices of

, 200–204

Distributed learning and teaching (see Collaborative learning and teaching)

Diversity

, 158–159

Duty of care

concept

, 246

for institutions

, 261–262

e-learning

, 214

Education policy

, 274

Embedding flexible assessment, strategies for

, 163–168

Emergency assessment

, 154–155

Emergency Powers (COVID-19) Act of 2020

, 276

Emergency powers (COVID-19) regulations of 2020

, 275–276

Emergency remote teaching

, 130, 133–135, 197–198, 232

CIPP evaluation model

, 146

evaluation

, 139–140, 144

framework model for evaluation

, 147–148

input evaluation

, 145

knowledge decay theory

, 135–137

methodology and data

, 140–144

online teaching and

, 131–133

self-regulated learning theory

, 137–138

theoretical reasons for

, 135

transactional distance theory

, 138–139

Emotional support

, 95, 97

Empirical evidence

, 46–50

Enrolment

, 273–274

Evolutionary systems

, 42

Experiential learning

, 108

theory

, 109

Experiential transformative learning

, 109–113

Exploitative learning

, 30

External communication

, 215

Face-to-face

synchronous learning

, 53

teaching

, 28, 73, 93

Financial support

, 274–275

Flexibility in learning and assessment

, 155–158

Flexible assessment

core principles of

, 159

learning-focussed

, 160

principles of

, 158–161

shared and transparent

, 160–161

Formative assessment

, 160

Formative feedback

, 160

Freedom of Information Act 2000

, 250–251

Frequently asked questions (FAQ)

, 51

‘Fuck women disrespect them all’ (online group chat)

, 248

Function segregation

, 93

Gamification

, 107, 115–116

COVID-19

, 108

experiential learning

, 108

experiential transformative learning

, 109–113

kitchen and restaurant simulations

, 113–122

Kolb’s learning cycle

, 110

lesson participation and grading

, 123–124

SIMR restaurant simulation software

, 124–126

success of intervention

, 122–123

though SIMR Restaurant Simulation Software

, 108

Government fiscal relief instruments

, 276–277

Group Chat Scandal

, 262

Group tasks

, 271

Higher education

, 246–249, 251, 253, 268

African expectations

, 295–298

digital learning

, 8

lockdown and COVID-19

, 3

lockdown in

, 2

non-traditional models of teaching in

, 73–76

post-COVID-19

, 1

systems

, 41

Higher education institutions (HEIs)

, 1, 40, 196, 268, 322

Higher Education Pedagogy Series

, 3

Home kitchen phase

, 114–115

Hospitality

education

, 108

management

, 111

Human culture

, 292

Human sociocultural development

, 291

Humanising pedagogy

, 198–199

academic voices of distress

, 200–204

methodology and data

, 199–200

student voices

, 204–210

Hyperpersonal relationships

, 60–61

Identity

, 296–297

Inclusivity

, 158–159

Independent learning

, 51

Information Age

, 14

Information communication technologies

, 14

Informational support

, 95, 98

Instrumental support

, 95, 97–98

Integrated assessment designs

, 161–163

International higher education

, 154

Internet connectivity

, 205–206

Keyword search algorithm

, 255

Kind of learning

, 30

Kitchen and restaurant simulations

, 113

module requirements

, 113–114

teaching remotely

, 114–122

KitchenCut

, 108

Knowledge decay theory

, 135–137

Learning, 214–216 (see also Digital learning)

community

, 310

disruption

, 269–270

process

, 206

theories and practices

, 268

Learning management systems (LMS)

, 28, 221–222

Lingering effect of underinvestment in education infrastructure

, 318

Massification

, 21

Media blend

, 49

Mental health

, 209–210

Monitoring systems

, 261

Multi-modal approach

, 164–165

Multiple choice questions (MCQs)

, 157

Negligence

, 262

Neoliberal capitalism

, 19–20

Neoliberalism

, 15–16

in Africa’s higher education

, 18–20

Network, unauthorised access of

, 259–261

Non-standardised, 9-item questionnaire (NSQ)

, 295

Non-traditional classroom

, 73

approaches to teaching in

, 81–92

influences on choice of approaches to teaching in

, 93–94

integration of aspects of teaching

, 92–93

non-traditional models of teaching

, 73–76

social support in

, 94–98

understandings of

, 76–81

Non-traditional models of teaching

, 73–76

North–south cooperation

, 41

One-size-fits-all digital technology

, 27, 60

Online abuse, disclosures of

, 256–257

Online communication

, 61

Online delivery

, 246

Online distance learning

, 75

Online education

, 301, 307–309

Online harassment

, 255

Online harms

, 245

in COVID-19 pandemic

, 259–261

Online learning

, 214, 269

communities

, 72, 77

and expectations of higher education

, 298–301

interaction

, 78

Online pedagogy

, 298, 301

Online restaurant phase

, 115–122

Online safeguarding

, 250

data collection themes

, 251–253

evidence from practice

, 253–259

methodology and data

, 250–253

Online safety conundrum

, 246–247

Online student engagement

, 219

Online teaching

, 131–133

and learning

, 270–271

Online-first pedagogy

, 26–27, 40

Padlet application

, 222

Parents

, 295

Passive learning

, 30

Patchwork assessment process

, 166

Pedagogic intent

, 163

Pedagogic Realignment with Organisational Priorities and Horizon Emergent Technologies Framework (PROPHET Framework)

, 47

Pedagogical arrangements

, 163–168

Pedagogical models

, 40, 45

of digital learning

, 42

Pedagogical reform

, 26, 33

Pedagogy

, 25, 81

Peer-to-peer interactions

, 60

Peer-to-peer support

, 97

Phishing

, 240

Physical health

, 209–210

Piagetian theory

, 215

Post-COVID-19

, 1

expectation of hybrid or blended learning models of delivery

, 246

Post-Fordism

, 29

Postgraduate students (PGS)

, 204

Pre-COVID-19

, 113–114

concerns

, 247–249

Principle of ‘flexibility’

, 49

Professional, statutory and regulatory bodies (PSRBs)

, 272

Proof-of-stake method

, 184

Proof-of-work technique

, 184

Qualitative methods

, 140

Quality assurance

, 177–178

Quality Assurance Agency (QAA)

, 42, 49

Quantitative methods

, 140

Ransomware attacks

, 261

Record keeping

, 191

Red brick university

, 47

Reflective observation abilities (RO abilities)

, 109, 110

Remote teaching

, 114, 138

and learning

, 200, 205, 270–271

Restaurant management team (RMT)

, 115

Revised National Policy on Education

, 74

Revised Policy on Education for Botswana

, 271

Scaffolding

, 96

Self-assessment in digital assessments

, 56–58

Self-directed learning (see Independent learning)

Self-efficacy development

, 226

Self-knowledge

, 295

‘Self-programmable’ graduates

, 29

Self-realisation

, 296

Self-regulated learning theory

, 137–138

Semi-structured interviews

, 50

SIMR Restaurant Simulation Software

, 108, 115, 124–126

Smart contracts and property

, 184–185

Social constructivism

, 215–216

Social contingency and richness

, 300

Social harmony

, 295–296

Social interactionism

, 214–216

Social learning

, 45

forms

, 300

Social media

, 255

Social presence

, 78–79

Social support

, 60, 72

in non-traditional classroom

, 94–98

types of

, 95

Social-distancing

, 40

imperatives

, 271

Sociocultural theory of learning

, 215

Socratic method

, 112

Solidarity

, 296–297

South Africa in HEIs

, 197

South African President Cyril Ramaphosa

, 196

Space blend

, 48–49

Spear phishing

, 240

Staff training and university working with external agencies

, 258–259

Student interactions

blended learning tools

, 220–223

in class attendance

, 271–272

dimensions of

, 217

interaction and student engagement

, 216–220

pitfalls of

, 224–226

Student Representative Council

, 19

Student safeguarding

policies

, 254–255

stewardship

, 255–256

Student(s)

, 245–250

admission application process

, 189–190

authentication in digital assessments

, 56–58

engagement

, 216–220

identity management

, 189

learning

, 316

placement and work study

, 272

student-centred learning

, 74

student-centred principles

, 74

student–environment interaction

, 214

support mechanisms

, 60–63

value of student data

, 238

voices

, 204–210

Sub-cultures

, 292

Sub-Saharan African culture

, 293–294, 299

Summative assessment

, 160

Synchronic communication

, 51

Synchronous communication

, 83

Synchronous learning

, 52

tools

, 220–223

Take culture in learning

, 299

Teaching

, 25–26, 72, 319–320

blockchain in

, 186–188

influences on framing of

, 81

and learning

, 175–178, 186–188, 216

in non-traditional classroom

, 81–92

non-traditional models of

, 73–76

Technology

in pedagogy

, 290

technology-based collaborative learning

, 220

technology-enhanced learning

, 40

Territories in sub-Saharan Africa

, 301

Tertiary Education Act of 1999

, 280

Tertiary education practices

BQA advisory to tertiary education sector

, 277–278

changes in

, 279–281

COVID-19 and

, 269

emergency powers (COVID-19) regulations of 2020

, 275–276

government fiscal relief instruments

, 276–277

legal instruments

, 275–279

major policy and legislation issues

, 269–275

policies and regulations at college and university level

, 278–279

reforms in

, 281–283

responsive and agile tertiary education sector

, 283–285

Text-matching software

, 58

Time and place dispersion approach (TPD approach)

, 82–86

Time blend

, 49

Tokenising

, 187

Top-down pedagogies

, 76

Traditional model of teaching

, 21, 271

Traditional pedagogies

, 76

Transactional distance

, 86

theory

, 138–139

Transactional distance approach (TDA)

, 82, 86–87

Transformative learning

, 30

experiential

, 109–113

24-hour information technology

, 60

Undergraduate students (UGS)

, 204

UNESCO

, 15

United Kingdom

, 40

Universal design for learning (UDL)

, 164

Virtual classrooms

, 75–76, 85

Virtual distance

, 291

Virtual learning

, 301

Virtual learning environments (VLEs)

, 48, 233

Virtue

, 297

Volume of disclosures

, 257

Warwick University Group Chat Scandal

, 247–249

Web and Video Conferencing

, 221

Western cultures

, 293, 298

Western-style pedagogy

, 82

Wikis

, 222

Work authorship in digital assessments

, 56–58

Work integrated learning scheme (WIL scheme)

, 208–209

World Bank

, 196

World Economic Forum

, 196

Worldviews

, 291–295

Zone of proximal development (ZPD)

, 96

Zoom-bombing

, 239, 260