Focused Discussions (Asynchronous Session)
Faculty Leadership Practices for Teaching Hybrid Courses in Higher Education View Digital Media
Focused Discussion Weina Li Chen, Dr. Laura Hyatt
The recent pandemic has spotlighted online and hybrid learning. Hybrid learning, also known as blended learning, is one of the fastest-growing higher education trends because of its countless educational benefits (Wang et al., 2010). Hybrid learning is an instructional delivery format that includes both online learning and traditional classroom learning. Studies about hybrid learning focus on various areas, including engagement strategies (Ackerman, 2008; Sniad et al., 2020), student attitudes (Lin, 2008; Lintunen et al., 2017; Sivo & Brophy, 2003), learning effectiveness (Panyajamorn et al., 2016), and technology tools (Hurlbut & Dunlap, 2019; Kohls et al., 2018). However, few studies (e.g., Hyatt & Allen, 2018; Mehta & Downs, 2016; Torres & Gilzene, 2019) examine hybrid learning and faculty leadership practices, particularly in higher education. Faculty leadership practices are directly related to effective teaching and school success (Berry et al., 2010). Faculty are leaders (Meier, 2016) who engage students to learn and build learning communities. The rise in hybrid teaching creates an opportunity to study faculty leadership practices related to hybrid learning in higher education. Findings from this study include research and practical implications. This study highlights leadership approaches used by faculty and contributes to the field of research in teaching and learning associated with hybrid learning in higher education.
Schematization and Conceptual References of the Teaching Processes Mediated by technology in High School Education : Case of Study of Bachillerato Tecnológico El Grullo School View Digital Media
Focused Discussion Priscila Espinosa Figueroa
The transformations that education has undergone inside and outside the classroom invite the adaptation of educational processes. Despite the changes in the field of education, knowing and understanding the teaching-learning processes is a key to creating effective management strategies in educational centers and thus developing a competitive advantage. Schematization as an approximation technique allows the visualization of a route of action at the base of the implementation of educational processes mediated by technology. This work shows the case study of a technological baccalaureate in high school level education system in the State of Jalisco in Mexico, as part of a referential proposal for decision-making when considering the implementation of educational intermodality procedures.
International Students’ Challenges in Higher Education Online Learning View Digital Media
Focused Discussion Yi Lu, Weina Li Chen
More than 1.5 billion students and learners worldwide were affected by school and university closure due to the impact of the COVID-19 pandemic (UNESO, 2021). Although students reflected that online learning provided them with more flexibility and overcame the obstacles of time and space (Mather & Sarkans, 2018), students, particularly international students, face numerous challenges at the same time. This study reviews the most common challenges that international students are having with online learning in higher education. The authors first review international students' online learning literature (Chen et al., 2020; Ilonga et al., 2020; Kaisara & Bwalya, 2021; Karkar-Esperat, 2018; Muuro et al., 2014), followed by mining written data specific to the concepts of challenges in higher education. Data was limited to those generated within the recent 6 years (2014 thru 2020) and was analyzed and coded. International students were found to be facing four types of challenges in online learning, including technology challenges (Bonk & Lee, 2017; Ilonga et al., 2020; Kaisara & Bwalya, 2021), conceptual and instructional challenges (Araka et al., 2021; Chen et al., 2020; Ilonga et al., 2020); environmental challenges (Albá Duran & Oggel, 2019; Kaisara & Bwalya, 2021; Muuro et al., 2014); and constructional challenges (Bailey & Gruber, 2020; Mather & Sarkans, 2018; Ng, 2006). This session first introduces the findings of the study and then opens to discuss the further implications. The results contribute to research in online learning pedagogy and support associated with international students in higher education.
