Global Perspectives on Online Education During a Time of Emergency: Conditions, Contexts and Critiques

‘Global Perspectives on Online Education During a Time of Emergency’ presents viewpoints on the unprecedented shift to online education as a result of the COVID-19 pandemic. It aims to broaden and deepen readers’ understanding of studies that could better address academic issues related to teaching and learning online. The pandemic triggered the disruption of national educational systems and a rapid transition to online education, but there were few guidelines on how to proceed. Consequently, the role of educational technologies and distinctions between formal and informal learning became blurred (Greenhow & Lewin, 2016). This volume examines how educators adopted new pedagogical practices, adapted to flexible working environments, and tackled new technologies to maintain educational systems following the global outbreak of the coronavirus. It showcases innovative practices and critiques several learning theories of online education.
The chapters are developed using two main approaches: empirical investigations and reviews of existing research. The empirical chapters present significant new findings of broad relevance. The review chapters use established studies to describe recent developments of broad significance and highlight unresolved questions and future directions. The volume, as a whole, provides research-based insights on evidence on the contexts and conditions of the emergency transition to online education worldwide and useful recommendations on emergent directions in online education.
This is a vital text for educational researchers, technologists, and practitioners. It includes empirical data, theoretical questions, and methodological approaches addressing online education. The volume explores flexible learning, alternative pedagogical practices, and changes in digital environments, examining futuristic approaches at a crucial moment of global reform in online education.

List of Figures
List of Tables
Editor’s Comments
Patricia Marybelle Davies
Prince Mohammad Bin Fahd University, Dammam, Saudi Arabia
Acknowledgement
Notes on Contributors
List of Acronyms

PART 1. Finding Solutions Through Research
Chapter 1 Language Instructor Effectiveness Amid COVID-19
Sydney Basile, Thomas Basile, Sameh Ibrahim,and Rebecca G. Harper
Augusta University, Augusta, USA
Chapter 2 “Exploring in a Dark Continent”: EFL Teachers' Pedagogical Reasoning and Decisions for Online Teaching from a TPACK Perspective
Xiali Chang
Indiana University Bloomington, Bloomington, USA
Ye Li
Xi’an Eurasia University, Xi’an, China
Chapter 3 A Peri-COVID Pedagogical Response with Post-COVID Learning Applications
Lloyd Harrison Shenefelt IV
University of Nebraska-Lincoln, Lincoln, USA
Chapter 4 Pedagogies and Technologies for Flexibility of Time, Space and Place during COVID-19: Language Teaching Reflections at a Japanese Tertiary Institution
Simon Bibby
Kobe Shoin Women’s University, Kobe, Japan
Vicky A. Richings
Hosei University, Tokyo, Japan
Chapter 5 Telecollaboration in the Era of Coronavirus
Clara Maria Di Gennaro
Edward Waters University, Jacksonville, USA
Yaneth Eugenia Villarroel Ojeda
Universidad de Los Lagos, Osorno, Chile

PART 2. Exploring Possibilities Through Literature
Chapter 6 Coping with Trauma among Students in Universities during COVID-19 Pandemic
Peter JO Aloka
University of the Witwatersrand, Johannesburg, South Africa
Chapter 7 How the Remote Work Environment Impacts Teachers’ Mental Health and Well-Being in a K–12 Online School
Amy McConnell and Amy Sloan
Baylor University, Waco, USA
Chapter 8 Online Higher Education: Challenges and Opportunities for Students with Disabilities
Cristina Dumitru
The National University of Science and Technology
POLITEHNICA Bucharest, Romania
Chapter 9 Remote Learning and Equitable Services: A Review of the Impact of COVID-19 School Closures on Special Education Students and Teachers
Casey M. Newberry
Mobile County Public School District, Mobile, USA
Ryann N. Shelton
Baylor University, Waco, USA
Chapter 10 Educating Students with Disabilities Online During the COVID-19 Pandemic: Conditions, Contexts and Critiques
Odirin Omiegbe
University of Delta, Agbor, Nigeria
Chapter 11 Challenges to Online Education During COVID-19: Inequality in Online and Virtual Accessibility
Randy R. James
Florida Memorial University, Miami Gardens, USA
Index

Patricia Marybelle Davies (EdD) graduated from the University of Manchester in 2013 and is currently an associate professor at Prince Mohammad Bin Fahd University in Saudi Arabia. Previously, she served as a senior lecturer in Mathematics and Computer Science at the University of Wolverhampton in the UK and headed the Computer Science Department at ACS Cobham, an American curriculum college in Surrey, England, from 2002 to 2014.
Graduating summa cum laude with a first-class honours Bachelor’s degree in Mathematics and Computer Science from Spelman College, Atlanta, Georgia, in 1986, Dr. Davies also holds Master’s degrees in Mathematics from the University of California at Berkeley and in Educational Technology from Columbia University, New York. Her research focuses on critically examining educational technology applications to advance student learning and developing learning applications through automated content analysis. More recently, her work has emphasized building Educational Technology applications using Natural Language Processing (NLP).
Among her publications are ‘Perspectives on Cyberlearning: A Case Study by Students, About Students’ (2023) and ‘Understanding Natural Disasters Through Participatory Simulations: A Pilot Study’ (2022). Contributions also include chapters in two edited collections: ‘Enhancing Learning and Teaching with Technology: What the Research Says’ and ‘Education Policy Research: Design and Practice at a Time of Rapid Reform’.
A Fellow of the UK Higher Education Academy, Dr. Davies is also a member of various professional bodies, including the American Educational Research Association (AERA), the American Statistical Association (ASA), the British Computer Society (BCS), and the Institute of Electrical and Electronics Engineers (IEEE). Additionally, she serves on the Risk Assessment and Audit Committee of the British Educational Research Association (BERA). From 2016 to 2018, she was awarded Google Educator Grants to support the continuous professional development of computing and computer science secondary school teachers.

online instruction, emergency remote teaching (ERT), language education, TPACK, EFL Teachers, Post-COVID-19, Online Teaching, Architectural Education, Design Education, Educational Equity, Online pedagogies, online reading, extensive reading,
Telecollaboration, Virtual Exchange, Computer Mediated Instruction during the Pandemic, foreign language, Coping, Trauma, Students, Universities, Well-being, Mental Health, Isolation, K–12 Education, Online Education, Distance Learning, Higher Education, Digitalization, Students with Disabilities, COVID-19 Pandemic, School Closures, Special Education, Learning, Equitable Services, Technology, Minority-Serving Institutions, Historically Black Colleges & Universities