Building relationships in the ‘cyber abyss’: learning from engagement failures

Código QR

Building relationships in the ‘cyber abyss’: learning from engagement failures

Guardado en:

Detalles Bibliográficos
Autor principal:	Clare Brown
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2021
Materias:	collaboration pedagogy of care belonging Covid-19 Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/f3f9682ab1364ca2848147450c9173b4
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

Ejemplares similares

Honouring loved ones who have passed: bringing grief into the pedagogical frame during the pandemic
por: Farrukh Akhtar
Publicado: (2021)

Putting community first: supporting (a)synchronous interaction and belonging in online learning
por: Ian Garner, et al.
Publicado: (2021)

Building a learning community through collaborative, online assessment preparation
por: Ellie Davison
Publicado: (2021)

A conversational framework for learning design (in adverse times)
por: Johanna Tomczak, et al.
Publicado: (2021)

Coming from Somewhere Else: Group engagement between students and academics
por: Sofia Chanda-Gool, et al.
Publicado: (2017)

Student Academic Mentoring (SAM): peer support and undergraduate study.
por: Gillian Pye, et al.
Publicado: (2016)

Community-building through collaborative peer-generated formative assessment: enhancing attainment and assessment literacy
por: Emma Roberts
Publicado: (2021)

Fostering a sense of belonging: supporting the early formation of student identity as successful learners in Higher Education
por: Sarah Parkes
Publicado: (2014)

Working in partnership to deliver a skills course to social work apprentices: avoiding technological determinism
por: Chad McDonald, et al.
Publicado: (2021)

How my failure to read a play helped my students develop their learning
por: Lucinda Becker
Publicado: (2021)

Learning by engaging: connecting with our students to keep them active and attentive in online classes
por: Lynn Gribble, et al.
Publicado: (2021)

A holistic approach to authentic and engaging assessment during the Covid-19 pandemic: an Australian case study
por: Sabina Cerimagic, et al.
Publicado: (2021)

When the flipped classroom disappoints: engaging students with asynchronous learning
por: Alicja Syska
Publicado: (2021)

TALON: Shaping the future of online education through connectivity
por: Sandra Abegglen, et al.
Publicado: (2021)

Hybrid teaching workshops: upskilling educators to deliver hybrid classes
por: Sandris Zeivots, et al.
Publicado: (2021)

Sell them what they want; give them what they need: managing tensions and competing expectations in live online lecturer development workshops
por: Martin Compton
Publicado: (2021)

Learning by Teaching, Why Not?
por: Sri Damayanti, et al.
Publicado: (2018)

Embedding learning development; a model for collaborative practice
por: Laura Minogue, et al.
Publicado: (2018)

Editorial: Covid-19 Pandemic and Innovations in Institutional Transformation, Technology and Pedagogy
por: Santosh Panda
Publicado: (2020)

Review: Southgate, E. (2020). Virtual Reality in Curriculum and Pedagogy: Evidence from Secondary Classrooms. Routledge.
por: Terry Neal
Publicado: (2021)

Learning to stream and streaming to learn
por: Stevie Prickett
Publicado: (2021)

Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia
por: Ngepathimo Kadhila, et al.
Publicado: (2021)

Book Review: Flexible Pedagogy, Flexible Practice (Notes From the Trenches of Distance Education)
por: Tim Winkelmans
Publicado: (2016)

Reaping the fruits of collaboration: learning development research in the LearnHigher CETL network
por: Kim Shahabudin
Publicado: (2009)

Building a study community through podcasts during Covid-19
por: Julia Bohlmann, et al.
Publicado: (2021)

'Can you hear me? Are you there?': student engagement in an online environment
por: Karen Symons
Publicado: (2021)

The challenges of copyright education and the Covid-19 pandemic as a catalyst for change
por: Alison Gilmour, et al.
Publicado: (2021)

Active learning in higher education as a restorative practice: a lecturer's reflections
por: Emma Roberts
Publicado: (2016)

The use of virtual drop-in sessions during Covid-19 as a means to increase engagement with learning development
por: Dr Ed Bickle, et al.
Publicado: (2021)

Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 Pandemic
por: Marjo Joshi, et al.
Publicado: (2020)

The development and implementation of a Peer Assisted Learning programme at the University of Liverpool
por: Gita Sedghi, et al.
Publicado: (2015)

Adapt and thrive: student engagement on a Business and Economics Foundation Year programme during Covid-19
por: Gerald Dampier
Publicado: (2021)

‘We had a good laugh together’: using Teams for collaborative learning
por: Katy Jones
Publicado: (2021)

Online Learning Engagement Model for International Students in Indonesia amid Covid-19 Period: A Conceptual Model Proposal
por: Mussa Saidi Abubakari, et al.
Publicado: (2021)

Teaching and learning under emergency remote, online conditions: ‘Let’s Connect’ with our students
por: Shalini Dukhan
Publicado: (2021)

Section Editorial: Fostering student engagement
por: Gita Sedghi
Publicado: (2021)

Student engagement: identity, motivation and community
por: Craig Whittaker
Publicado: (2013)

Peer-to-peer learning through research: a case study in delivering a healthcare message
por: Sadaf Ilias, et al.
Publicado: (2016)

Processes and tasks in collaborative writing in engineering: research-informed views and pedagogical applications
por: Julio Gimenez
Publicado: (2012)

Keep Learning in a pandemic: podcasts for learning development conversations and informal learning
por: Alicja Syska, et al.
Publicado: (2021)