Over the past few decades universities have opened their doors to students whose parents and grandparents were historically excluded from societal participation and higher education for reasons associated with racial, ethnic, socio-economic and/or linguistic diversity. Many of these students are first generation - or first in their family to attend university. While some progress has been made in responding to the needs of these internationally underserved learners, many challenges remain. This edited book features the unique and diverse experiences of first generation students as they transition into and engage with higher education whilst exploring ways in which universities might better serve these students. With reference to culturally responsive and sustaining research methodologies undertaken in Australia, Canada, New Zealand, South Africa, the UK and the USA, the contributors critically examine how these students demonstrate resilience within university, and ways in which success and challenges are articulated. Elements that are unique to context and shared across the international higher education milieu are explored. The book is replete with diverse student voices, and compelling implications for practice and future research. The studies featured are centred on underlying theories of identity and intersectionality while valuing student voices and experiences. Throughout, the emphasis is on using strengths-based indigenous and decolonised methodologies. Through these culturally sustaining approaches, which include critical incident technique, participatory learning and action, talanoa and narrative inquiry, the book explores rich data on first generation student experiences at seven institutions in six countries across four continents.

Active blended learning (ABL) is a pedagogical approach that combines sensemaking activities with focused interactions in appropriate learning settings. ABL has become a great learning tool as it is easily accessible online, with digitally rich environments, close peer and tutor interactions, and accommodations per individual learner needs. It encompasses a variety of concepts, methods, and techniques, such as collaborative learning, experiential learning, problem-based learning, team-based learning, and flipped classrooms. ABL is a tool used by educators to develop learner autonomy, engaging students in knowledge construction, reflection, and critique. In the current educational climate, there is a strong case for the implementation of ABL. Cases on Active Blended Learning in Higher Education explores strategies and methods to implement ABL in higher education. It will provide insights into teaching practice by describing the experiences and reflections of academics from around the world. The chapters analyse enablers, barriers to engagement, outcomes, implications, and recommendations to benefit from ABL in different contexts, as well as associated concepts and models. While highlighting topics such as personalized university courses, remote service learning, team-based learning, and universal design, this book is ideal for in-service and preservice teachers, administrators, instructional designers, teacher educators, practitioners, researchers, academicians, and students interested in pedagogical approaches aligned to ABL and how this works in higher education institutions.

As the number of adjunct faculty teaching online courses remotely for their institutions continues to increase, so do the unique challenges they face, including issues of distance and isolation as well as problems pertaining to motivation, time, and compensation. Not only are these higher education faculty geographically isolated from each other and their colleagues at flagship campuses, but they also lack adequate institutional support and resources necessary to perform their roles. As institutions continue to rely heavily on this group of under-supported and undertrained instructors who teach the majority of online courses offered across the country, institutions need models and strategies to tap the expertise and perspectives of this group not only to improve teaching and learning in online programs but also to retain this critical talent pool. More consideration is needed to create institutional affinity and organizational commitment, build community, and create opportunities for remote adjunct faculty to be included as an integral component to their academic departments. The Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education is a comprehensive reference work that presents research, theoretical frameworks, instructor perspectives, and program models that highlight effective strategies, innovative approaches, and unique considerations for creating professional development opportunities for remote adjunct faculty teaching online. This book provides concrete practices that foster inclusivity among contingent faculty teaching online as well as tangible practices that have been successfully implemented from faculty developers and academic leaders at institutions who have a large population of, and heavy reliance on, remote adjunct instructors. While addressing topics that include faculty engagement, mentoring programs, and instructor resources, this book intends to support remote instructors in the post-pandemic world. It is also beneficial for faculty development professionals; academic administrative leaders; higher education stakeholders; and higher education faculty, researchers, and students.

This book is designed to support individuals, particularly in higher education settings, gain knowledge and skills related to critical dialogues that support effective conflict management. Higher education institutions and its stakeholders such as faculty, staff, students, and administrators are often perceived for their proclivity to foster debate. This book is not about how to facilitate debate, but rather, dialogue, which if managed well, can lead to positive growth, learning outcomes, and increased productivity. Dialogue as a method for effective conflict management is an underutilized method of communication. Contents of the book include modules that address communication skills, conflict management styles, working in small groups or teams, how to facilitate change, and research-based resources and references for conflict management.

For the last decade, virtual reality has been utilized in diverse fields such as entertainment, medicine, and industry. Recently, virtual reality has been applied in educational settings in order to transform student learning and experiences through such methods as building prototypes using digital devices or exploring new cultures through immersive interactions. Teachers who can incorporate virtual reality into their classrooms can provide their students with more meaningful learning experiences and can witness higher engagement. Current and Prospective Applications of Virtual Reality in Higher Education is a cutting-edge academic research book that provides comprehensive research on the integration of virtual reality in education programs and establishes foundations for course design, program development, and institutional strategic planning. The book covers an overall understanding and approach to virtual reality in education, specific applications of using virtual reality in higher education, and prospects and issues of virtual reality in the future. Highlighting a wide range of topics such as gamification, teacher training, and virtual reality, this book is ideal for teachers, instructional designers, curriculum developers, academicians, program developers, administrators, educational software developers, policymakers, researchers, education professionals, and students.

The use of information and communication technologies (ICTs) in education has revolutionized learning. Shifting beyond traditional mode of education, the integration of ICTs has become an advantage for students at tertiary education when used for the right purpose to enhance learning. The use of technology brings forth a flexible and accessible mode of education and bridges the gap of learning across borders. This enables students at tertiary level to have access to other universities and academic resource materials globally, thereby expanding their knowledge. Thus, it is crucial to consider the development of technology in education as part of a comprehensive pedagogical framework and take into account new developments in ICTs. ICT-Based Assessment, Methods, and Programs in Tertiary Education is an essential research publication that provides relevant theoretical frameworks and recent empirical research findings on integrating ICTs in tertiary education to enhance learning and allow students to take more control of their learning. Highlighting topics such as assessment, language learning, and e-learning, this book is ideal for teachers, professionals, academicians, researchers, administrators, curriculum designers, instructional designers, and students.