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This volume uses case studies and students' lived experiences to
document the impacts of coronavirus (COVID-19) on international
students and explore future challenges and opportunities for
student mobility within higher education. Responding to the growing
need for new insights and perspectives to improve higher education
policy and practice in the era of COVID-19, this text analyses the
changing roles and responsibilities of institutions and
international education leaders post-2020. Initial chapters
highlight key issues for students that have arisen as a result of
the global health crisis such as learning, well-being, and the
changed emotional, legal, and financial implications of study
abroad. Subsequent chapters confront potential longer-term
implications of students' experiences during COVID-19, and provide
critical reflection on internationalization and the opportunities
that COVID-19 has presented for tertiary education systems around
the world to learn from one another. This timely volume will
benefit researchers, academics, and educators with an interest in
online teaching and e-learning, curriculum design, and more
specifically those involved with international and comparative
education. Those involved with educational policy and practice,
specifically related to pandemic education, will also benefit from
this volume.
This timely volume documents the immediate, global impacts of the
coronavirus pandemic (COVID-19) on teaching and learning in higher
education. Focusing on student and faculty experiences of online
and distance education, the text provides reflections on novel
initiatives, unexpected challenges, and lessons learned. Responding
to the urgent need to better understand online teaching and
learning during the COVID-19 pandemic, this book investigates how
the use of information and communication technologies (ICT)
impacted students, faculty, and staff experiences during the
COVID-19 lockdown. Chapters initially look at the challenges faced
by universities and educators in their attempts to overcome the
practical difficulties involved in developing effective online
programming and pedagogy. The text then builds on these insights to
highlight student experiences and consider issues of social
connection and inequality. Finally, the volume looks forward to
asking what lessons COVID-19 can offer for the future development
of online and distance learning in higher education. This engaging
volume will benefit researchers, academics, and educators with an
interest in online teaching and eLearning, curriculum design, and
more, specifically those involved with the digitalization of higher
education. The text will also support further discussion and
reflection around pedagogical transformation, international
teaching and learning, and educational policy more broadly.
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