Subject Index
Higher Education in Emergencies: International Case Studies
ISBN: 978-1-83797-345-3, eISBN: 978-1-83797-344-6
ISSN: 2055-3641
Publication date: 6 November 2023
This content is currently only available as a PDF
Citation
(2023), "Subject Index", Sengupta, E. (Ed.) Higher Education in Emergencies: International Case Studies (Innovations in Higher Education Teaching and Learning, Vol. 52), Emerald Publishing Limited, Leeds, pp. 139-144. https://doi.org/10.1108/S2055-364120230000052011
Publisher
:Emerald Publishing Limited
Copyright © 2024 Enakshi Sengupta
INDEX
Accessibility
, 5
Active learning
, 77
Administrators
, 33
Afghani context
, 87
Afghanistan
, 86
Aid workers
, 5
American Association for the Advancement of Science (AAAS)
, 66
Artificial intelligence approaches
, 75
Assessment
, 39
Asynchronous learning
, 67
Attention
, 69
Attitudes
, 7–8, 53–54, 70, 86, 88, 101, 103
Audio conferencing
, 15
Axial coding
, 91–92
Bangabandhu Sheikh Mujibur Rahman Digital University (BDU)
, 43, 46
Bangladesh
, 32, 86
E-learning challenges and benefits during education in emergencies
, 40–41
efficient learning provision
, 42
findings
, 37–40
higher education in Bangladesh during COVID-19 pandemic
, 43–44
initiatives
, 34
learning delivery flexibility
, 42–43
methodology
, 35–37
recommendations and future of higher education
, 44–47
research questions
, 35
Bangladeshi context
, 88
Beliefs
, 57, 61, 67–68, 101
Benefits and challenges
, 40–41
Blackboard Ultra Collaborate System (BUCS)
, 70
Blended learning
, 52, 113
Collaborative learning
, 52
Commission for university education (CUE)
, 116
Communication skills
, 70
Communicational challenges
, 14
Competitive atmosphere
, 68
Computer-Assisted Language Learning (CALL)
, 14–17
requirements
, 16–17
Computer-mediated communication (CMC)
, 6
Language Learning
, 14–17
requirements
, 16–17
Computers
, 33
Constructivist approach
, 9, 69, 77
Constructivist theory
, 69
Content analysis of interviews
, 115
Convention on the Rights of the Child in 1989
, 5
Cooperative learning
, 108
Coronavirus 2019 pandemic (COVID-19 pandemic)
, 6–8, 12, 32–33, 46, 52, 66, 84, 112
pandemic era
, 70
Course design
, 101
and credibility of course content for online teaching
, 116
Course design, development, and teaching (CDT)
, 8, 102–104
Course designers
, 7, 61
COVID-19 online learning (CoOL)
, 101
Creativity and flexibility
, 73
Crisis
, 4
Crisis response
Critical thinking
, 67
Cross-puzzles
, 73
Crossword games
, 71
Crossword puzzles
, 67–68
Cultural transformation
, 35
Curriculum
, 39
Data
, 17
analysis
, 105–107
Descriptive statistical analysis
, 105–106
Deterioration of speaking skills
, 19–20
Developing countries
, 84, 86
Development
, 101
Didactic lectures
, 69
Digital divide differences in online learning
, 55
Digital literacy
, 61, 85
Digital transformation
, 7, 44, 52, 120
Distance education
, 12, 85, 100, 112
effect of psychological factors on student engagement during
, 21
E-learning
, 33, 112–113
challenges and benefits during education in emergencies
, 40–41
Economic crisis
, 27, 86, 93–94, 102, 104
Education
, 4
Education Emergency Interventions (EEIs)
, 120
Education in emergencies (EiE)
, 5, 33, 44
Educational level differences in online learning
, 54
Educators
, 5, 33
Effective teaching
, 85
EFL
CALL
, 14–17
CMC Language Learning
, 14–17
findings
, 19–25
methodology
, 17–19
oral proficiency and fluency
, 13–14
Emergencies
, 4–5
Emergency times
, 6, 8, 85, 89, 95
Emerging technologies
, 41, 44
Engagement of the students
, 68
English PSP
, 24–25
enrollment records
, 19
Enhanced learning
, 113
Epidemics stresses
, 69–77
Ethical considerations
, 36–37
Face-to-face (FTF)
, 6
to distance learning
, 85–86
Faculty officials
, 9, 114–115, 121
Female students
, 54–55, 58, 70
Flexibility
, 42–43
Foreign language anxiety (FLA)
, 13
Free-riding
, 107
Games
, 70–71
Gender
, 52
Gender differences in online learning
, 53–54
Good practices and lesson learned
, 43–44
Google Classroom
, 87, 113
Google Meet
, 39
Government of Bangladesh (GoB)
, 34
Group work
, 9, 107
Health and Safety
, 37
Hermeneutic analysis of data
, 115
Higher Education
, 4, 54, 112
in Bangladesh during COVID-19 pandemic
, 43–44
pedagogical changes
, 45–47
policy and practice
, 44–45
recommendations and future of
, 44–47
Higher Education Commission (HEC)
, 87
Higher Education in Emergencies
, 84
Afghani context
, 87
Bangladeshi context
, 88
Lebanese context
, 86
methodology
, 88–89
Pakistani context
, 87–88
qualitative data analysis
, 91–93
quantitative data analysis
, 89–91
transition from face-to-face to distance learning
, 85–86
Higher education institutions (HEIs)
, 8, 84, 100
COVID-19 pandemic effect on
, 113–114
Higher Education Learning Management System (HELMS)
, 87
Human rights
, 5
Hybrid flexible learning (HyFlex learning)
, 52
Impact evaluation
, 5
Inferential statistical analysis
, 105–107
Information and Communication Technology (ICT)
, 33, 117
skills
, 23–24
Initiatives
, 34
Innovative online teaching methods
, 66–67
crossword puzzles
, 67–68
epidemics stresses
, 69–77
future perspectives
, 77
importance and challenges
, 67
mind map in medical education
, 68–69
short stories as teaching aid in medical education
, 68
types of online communications
, 67
Institute of Education and Research (IER)
, 46
Institutional Support (IS)
, 102
Institutions of Higher Education
, 9, 12, 41, 119
Institutions of Higher Learning (IHLs)
, 114
Instructor-to-student interaction (ISI)
, 8–9, 102–103
Instructors’ satisfaction with online teaching and learning
, 101–102
Instructors’ background and satisfaction with online teaching
, 102–103
Instructor–student relationships, struggle to build
, 20
Interactive communication
, 70
Interactive teaching practices
, 70
Interagency cooperation
, 4
International Association of Universities (IAU)
, 112
International organizations
, 5
International Rescue Committee (IRC)
, 5
Islamic University of Technology (IUT)
, 43, 46
Juniors
, 7, 53, 55, 57–61
Kenya
, 9, 114–120
Kenyan Institutions of Higher Education
, 112
COVID-19 pandemic effect on higher education institutions
, 113–114
data analysis and presentation
, 115
findings
, 116–118
methodology
, 114–115
Language learning
, 13, 28
Learner autonomy
, 16, 24, 26
Learning
, 69
Learning community
, 16
Learning Management Systems (LMS)
, 14, 45, 87
Lebanese context
, 86
Lebanese instructors
, 101
data analysis
, 105–107
findings
, 107–108
instructors’ background and satisfaction with online teaching
, 102–103
instructors’ satisfaction with online teaching and learning
, 101–102
methodology
, 104–105
online education in Lebanon
, 103–104
Lebanon
, 86
online education in
, 103–104
Lecturers
, 9, 38, 40–41, 43–44, 59, 112–120
Lockdown
, 6–7, 12, 32, 43, 69, 84
Longevity
, 37–38
Male students
, 54, 70
Memory
, 69
Microsoft PowerPoint (MS PPT)
, 73
Microsoft Teams
, 39, 86, 100
Mind map
assignments as assessment tool in physiology
, 76–77
in medical education
, 68–69
Mind mapping
, 68–69
Ministry of Education
, 45
Ministry of Education Sector Disaster Management Policy
, 120
Ministry of Higher Education in Afghanistan (MoHE)
, 87
Mobile phones
, 33
Mock interviews
, 18
Moodle
, 86, 100
Motivation
, 13, 22, 67, 70, 93, 107
Negative mindset
, 7
One-to-one interactions
, 15
One-way ANOVA test
, 6
Online assessment
, 39, 43, 103
Online communications, types of
, 67
Online crossword puzzles in physiology education
, 70–73
Online distance teaching and learning (ODTL)
, 37
Online education
, 52, 113
Online educational activities
, 66
Online educational process
, 66
Online Instructor Satisfaction Measure (OISM)
, 8, 102, 104–105
Online learning
, 8–9, 33, 37, 43, 52, 85, 112
digital divide differences in
, 55
educational level differences in
, 54
gender differences in
, 53–54
participants’ views on
, 58–59
Online learning community, efforts to build
, 22–23
Online learning environment
, 54, 85–87, 100, 107
Online physiology short stories
, 73–75
Online students
, 54–55
Online Surveys
, 35
Online teaching
, 113
challenges
, 116–117
course design and credibility of course content for
, 116
solutions to lecturers’ challenges
, 117–118
Online teaching and learning, instructors’ satisfaction with
, 101–102
Online teaching practice
, 7, 73
Open-ended questions
, 91
Oral CMC
, 15
Oral participation, effect of poor IT infrastructure and ICT skills on
, 21–22
Oral proficiency and fluency
, 13–14
importance of practicing speaking skills
, 13–14
peer support programs
, 14
psychological factors
, 13
Pakistan
, 86
Pakistani context
, 87–88
Pandemics
, 4
Participants’ use of technologies
, 57–58
Participants’ views on online learning
, 58–59
Passive learning
, 69, 77
Pedagogical challenges
, 14
Pedagogical changes
, 44–47
Pedagogy
, 39
Peer mentoring
, 14
Peer support programs (PSP)
, 6, 14
Peer teaching
, 14
Peer tutoring
, 14
Perceived instructor presence (see Teaching presence)
Perception
, 69
Personalised e-learning system
, 54
Physical classroom education
, 86, 90, 93–94, 103–104, 107
Physiology teaching
, 70
Policy
, 6–7
Policy and practice
, 44–45
Policy makers
, 42, 44
Political unrest
, 89, 93
Practicing speaking skills, importance of
, 13–14
Private university
, 86
Problem-based learning
, 73
Problem-solving
, 69
Proctored Remote Exam (PRExa)
, 43
Public university
, 44
Puzzles
, 70–71
Qualitative analysis
, 17–18
Qualitative data analysis
, 91–93, 115
Quality control
, 4
Quantitative analysis
, 6, 18–19
Quantitative data analysis
, 89–91
Radios
, 33
Randomized controlled trials (RCTs)
, 5
Rapid qualitative study
, 114
Reasoning
, 69
Researchers
, 33
Resources, time, and financial benefits
, 38–39
Sampling
, 35–36
School-going process
, 45
Semi-structured interviews with five English instructors
, 17–18
Shockwave and Light
, 42
Short stories as teaching aid in medical education
, 68
Skype
, 115
Skype.com
, 113
Social distancing
, 12
Social presence
, 16–17
Sophomores
, 7, 53, 55, 57–61
Speaking skills
, 13
assessment
, 21
challenges of engaging students in speaking activities
, 21
in English during lockdown, challenges of developing and improving
, 20
learning from home
, 22
effect of poor IT infrastructure and ICT skills on oral participation
, 21–22
effect of psychological factors on student engagement during distance education
, 21
struggle to build instructor–student relationships
, 20
Stakeholders, lack of support from
, 40
State bureaucracy
, 5
Stories in teaching physiology
, 68
Storification
, 68
Story-based education
, 75
Story-based learning
, 68, 73
Student engagement
, 21
Student-centered
, 45, 113
Student-to-student interaction (SSI)
, 8, 102–103
Student’s behaviours
, 75
Student’s creativity
, 68
Students
, 4–6, 89, 91
Students’ abilities
, 55
Students’ personal efforts
, 24
Survey method
, 56
Synchronous CMC
, 15–16
Synchronous learning
, 67
Synchronous online learning
, 67
Teachers
, 35, 39, 41, 46
Teaching
, 102
Teaching and assessment practice
, 70
Teaching and learning
, 6, 32, 40, 114
Teaching presence
, 16–17
Technological skills and training
, 7
Technology
, 6, 15, 27, 52–53, 119
Television channels
, 33
Tertiary education
, 94
Tertiary EFL students
, 6
Text-based CMC
, 15
Thematic coding
, 91–92
Transformation
, 6–7
Turkey
, 53
findings
, 57–59
limitations, and recommendations of study
, 61–62
literature review
, 53–55
method
, 55–57
Turkish context
, 53
United Nations (UN)
, 5
agencies
, 5
United Nations Office for the Coordination of Humanitarian Affairs (OCHA)
, 86
Universities
, 4
lack of support from
, 40
University Grants Commission (UGC)
, 35
Value creation
, 4
Video conferencing
, 15
Virtual reality (VR)
, 15
Vision 2030
, 114, 120
Wearing masks
, 12
Webex video conferencing application
, 12, 86–87, 100
Western Kenya
, 9, 114
WhatsApp
, 87
WhatsApp.com
, 113
Widening participation
, 37–38
World Health Organization (WHO)
, 100
Youtube.com
, 113
Zoom
, 39, 86–87, 100, 113, 115
- Prelims
- Part I: Pedagogical Approaches – Higher Education in Emergencies
- Chapter 1: Introduction to Higher Education in Emergencies: International Case Studies
- Chapter 2: Rectifying the Deterioration of EFL Tertiary Students' Speaking Skills in Emergency Times
- Chapter 3: Education in Emergencies and the Changing Landscape of Higher Education in Bangladesh: Cultural Transformation for Policy and Practice
- Chapter 4: Differences in the Digital Divide, Educational Level, and Gender in Turkey During the COVID-19 Pandemic: A Comparison of Turkish Tertiary-Level Sophomore and Junior Students' Views on Online Learning
- Chapter 5: Crossword Puzzle Games, Short Stories, and Mind Maps Assignments as Innovative Online Teaching Methods: Three Promising Applied Experiences During the COVID-19 Pandemic
- Part II: Expectations of Higher Education in Emergencies
- Chapter 6: Students' Perceptions, Attitudes, and Experiences of Higher Education in Emergencies Across Developing Countries Amid COVID-19
- Chapter 7: Lebanese Instructors' Satisfaction with Online Teaching and Learning Amid COVID-19
- Chapter 8: Perceptions of Faculty Officials on Online Learning in Kenyan Institutions of Higher Education During the COVID-19 Pandemic: A Rapid Qualitative Study
- About the Contributors
- Name Index
- Subject Index