.Teaching in the Post COVID-19 Era: World Education Dilemmas, Teaching Solutions and Innovations and in the Age of CrisisIsmail Fayed and Jill Cummings, Eds
I. Teaching and Learning in Crisis Situations (19 Chapters)
Proven Practices in Community College Applied and Distributed Learning during the COVID-19 Pandemic: An Appreciative Inquiry Diane S. Burt
Leveraging Campus Innovation Centers in a Crisis Ken Baldauf
A Framework for Transitioning to Online Education in the Context of COVID-19 Margaret Rauliuk, Mae Doran, Chadia Mansour, Rima Al Tawil
Connecting Technology and Pedagogy (CTAP) for student engagement and learning in higher education Mary A. Drinkwater
An Imaginative Education Course Design Framework for Student-Centric Instruction and Assessment in Higher Education Nina Pak Lui, Jenn Skelding
Education under attack: an examination of education in emergencies and strategies for strengthening education Patty Zakaria
Developing an Innovative Model that Addresses Mental Health and Learning in Higher Education Institutions During the COVID-19 Pandemic and Beyond Valerie Damasco, Grace Karram Stephenson, Gerald Cupchik
Supporting Pedagogy for Empathy Skills in Supervision of Students via Tele-Visual Applications Jocelyn Sherman, Neil Duchac
Teaching and learning under COVID-19: Students', parents' and teachers' perceptions and experiences from Egypt Mohamed Mahgoub, & Eleanore Hargreaves
The School Counselor's Role in a Post Covid-19 Era Angela McCoy-Speight
Ensuring and measuring optimal psychological conditions for student learning in post-COVID-19 education Robert Laurie; William Morrison; Patricia Peterson
Students' Emotional Considerations and Mental Health Negar Sohaee, Ali Ghasempour
Writing and Reading Fiction Behind the Lines: Creative Learning on the Home Front Alexandra Pett
Teaching Citizenship English to Adult Limited English-Proficient Immigrants at Local Libraries: Challenges and Practices During the COVID-19 Pandemic Ally Zhou
LearnIT2teach: Online Learning for Newcomers in Times of Crises Matthias Sturm
Teaching and Learning Online at the Time of COVID-19 Naghmeh Babaee, Shahab Ghandhari
The Digital Divide: An Ongoing State of Emergency in Adult Literacy Programs Matthias Sturm, Christine Pinsent-Johnson
Digital Natives and Digital Immigrants: Bridging the divide in the Post-Pandemic era Jasreen Grewal Kang, Amanpreet Kang, Garima Kamboj
The impact of COVID-19 on the right to education Papaioannou Agoro
Social Justice in Teaching and Learning: Remote Northern Teacher Challenges and Agency through the Lens of COVID-19 Joanie Crandall
Responding to Adult Learner Student Needs in the COVID-19 Pandemic: Modifying Online Graduate Courses
Christine Harrington, Adele Macula, John Melendez
II. Alternative Teaching Pedagogy Paradigms (18 Chapters)
Understanding AFL Students' perceptions of the Use of an Interactive Digital Platform to Enhance Reading Strategies: An activity theory Perspective
Hany Fazza
Care, Connectivity, & Chaos: Moving Beyond Resilience in Post-COVID Undergraduate Education
Laura Facciolo, Emily Meilleur-Rivers
Theatre and Film during Times of Troubles, Crisis and Pandemics
John, Tench
Quarantine Cinema: a pedagogical approach to film directing during COVID-19
Alexander Carson
About the Author: Dr. Ismail Fayed is the Project Director, Educational Technology at Yorkville University, Canada. He has 17 years of Higher Education experience in Canada, Qatar, UAE, Saudi Arabia, and Egypt. He obtained his Ph.D. in Education Technology from the University of Science Malaysia (2017) and his MA in Educational Technology and TESOL from the University of Manchester (2009). Dr. Fayed is a co-editor of "Teaching in the Post COVID-19 Era" (2021, Springer), the author of "ESL Writing Enhancement Using Moodle LMS" (2013), co-editor of Computers in English Language Teaching (2011, TESOL-Arabia). He served as an Executive Board member in several non-profit TESOL organizations over the past ten years. Dr. Fayed has participated in several research projects including eLearning, Web 2.0, media production, mobile learning and instructional design.
Dr. Jill Cummings is the Associate Dean of Faculty Development at Yorkville University (Canada) where she develops and facilitates faculty orientations, professional development programs, and scholarly activities. Jill achieved her Ph.D. in Curriculum, Teaching, and Learning at the University of Toronto. She has supervised, developed, and delivered teacher education programs at both the graduate and undergraduate levels. She has also developed and taught MA TESOL, TESL, and Adult Learning programs (online, blended, and face-to-face). Her current research focuses on blended and online teaching and learning, creativity, and assessment and feedback. Jill Cummings is interested in "all things" related to pedagogy, teachers, and community. She regularly contributes to numerous associations and conferences. Among many publications, she developed and edited "Creative Dimensions of Teaching and Learning in the 21st Century" in 2017. Jill is Co-Editor of "Teaching in the Post COVID-19 Era" (2021, Springer).
