The New Post-Pandemic Normal of College Traditions

Abstract

The pandemic response disrupted higher education to include remote learning beginning mid-spring semester 2020 and is expected to continue in some form at least through fall. This paper reviews recent changes in higher education traditions from factors such as finance, competition, and higher education's value proposition. Some traditions such as changes in collocation have escalated during the pandemic. A vision emerges of some traditions likely to form a "new normal," post-pandemic. As a response example, this paper proposes use of "supplemental recordings" to continue learner engagement especially as remote learning becomes more common.

Designing teacher professional development programs to support a rapid shift to digital

“…Merriam-Webster ( n.d. ) defines resiliency as “an ability to recover from or adjust easily to adversity or change”. Training on flexible and resilient teaching in online, hybrid flexible or ‘hyflex’ environments appears to enable institutions to maintain educational activities during a disruption (Glantz and Gamrat 2020 ). A future iteration of the meta-aggregate for TPD for OBL initiatives over the last 5 years (2016–2020 inclusive) could shed further light on the important components of TPD resiliency for OBL.…”

Barriers towards the continued usage of massive open online courses: A case study in India

“…The COVID-19 pandemic has escalated enrollments in massive open online courses (MOOCs) in recent times ( Glantz & Gamrat, 2020 ). MOOCs are collections of self-guided online learning resources ( Janelli & Lipnevich, 2021 ; Wei, Saab, & Admiraal, 2020 ).…”

“…Our case study offers important implications regarding the enhancement of virtual environments into higher education, which may bring a positive change in the learning experience ( Janelli & Lipnevich, 2021 ). This study is possibly a valued contribution to the existing literature, especially when conventional classroom training is discontinued due to the COVID-19 pandemic and students are opting to attend MOOCs ( Glantz & Gamrat, 2020 ). The present study may inspire future researchers to explore users’ attitudes towards MOOCs in the post-COVID-19 era.…”

Professional Development for Sustaining the ‘Pivot’: The impact of the Learning Design and Course Creation Workshop on Six Belarusian HEIs

“…Whilst much of the focus has been about 'pivoting online' in order to cope with the immediate emergency, this only captures part of the challenge. In the UK at least, surveys show an increasing percentage of lecturers and executive leaders in HEI believe online will be a fundamental component of the future (JISC 2020;McVitty 2021) and preparation is urgent (Heap, Thompson & Fein 2020;Glantz & Gamrat 2020). Developing systems and resources -via TPD, for example -'…that can be leveraged in times of shock when core delivery models are disrupted' is vital for future sustainability (Portillo & Lopez de la Serna 2020: 3).…”