When Online Student Numbers Double During a Pandemic
Journal article
| Authors | Bowskill, N., Hall, David, Hutchinson, Lucy and Harrogate, Melody |
|---|---|
| Abstract | What can you do when an online professional development module sees student numbers double? What effective but safe changes can you make to course design at short notice when both tutors and participants are working from home? This paper tackles learning design for large online groups during an educational crisis. Innovative 21stCentury Teaching is an online professional development module delivered by the University of Derby. The aim is to model and promote student-centred learning within a globalised educational environment. Participants in this postgraduate module are practising teachers from around the world. The module has been delivered twice in the context of the global pandemic. During the first quarter of 2020, it was delivered to 75 teachers and again in the first quarter of 2021, to 149 teachers across four continents. |
| Keywords | podcasts; pandemic; group work; globalised learning; COVID-19; learning design |
| Year | 2021 |
| Journal | Journal of Learning Development in Higher Education |
| Journal citation | 22, pp. 1-6 |
| Publisher | Association for Learning Development in Higher Education (ALDinHE) |
| ISSN | 1759-667X |
| Digital Object Identifier (DOI) | https://doi.org/10.47408/jldhe.vi22.661. |
| Web address (URL) | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/661 |
| Output status | Published |
| Publication dates | 25 Oct 2021 |
| Publication process dates | |
| Deposited | 15 Aug 2022 |
https://repository.derby.ac.uk/item/982qx/when-online-student-numbers-double-during-a-pandemic
21
total views0
total downloads0
views this month0
downloads this month
Export as
Related outputs
Nostalgia, belonging and mattering: an affective institutional framework for digital collegiality drawn from teachers’ experiences of online delivery during the first wave of the Covid pandemic
Bowskill, N., Hall, David, Harrogate, Melody and Hutchinson, Lucy 2022. Nostalgia, belonging and mattering: an affective institutional framework for digital collegiality drawn from teachers’ experiences of online delivery during the first wave of the Covid pandemic. Journal of University Teaching & Learning Practice. 19 (4), pp. 1-17.Student-Generated Induction in a Lecture Theatre
Bowskill, N. 2021. Student-Generated Induction in a Lecture Theatre. in: Hrastinski, Stefan (ed.) Designing Courses with Digital Technologies Insights and Examples from Higher Education Abingdon, Oxfordshire Routledge.