ÌÇÐÄVlog

BAME scholars have relished the chance to be creators and performers in their own space, free to express themselves fully and creatively, says Jonathan Wilson

We must fight the urge to want to play with shiny new toys even more than educate our classes, says George Justice

Despite evidence that images can support higher-level thinking, their application is still marginalised, say Nata?a Lackovi? and Zoe Hurley

New assessment strategies are required to promote the types of learning needed in the 21st century, says Danny Oppenheimer

We must do more to support learners from both individualistic and collectivistic cultures, says Flower Darby

In a world accustomed to beautiful, frictionless digital experiences, most online education looks like websites from the 1990s, says Louise McElvogue 

Will institutions be willing to invest in the spaces, technology and workload support required to effectively teach these methods? asks Amanda White

Profound change is in the offing for higher education, but history suggests non-Western students¡¯ voices will not be heard, says Farish A. Noor

We do our students a disservice by not educating ourselves on disruptive technologies such as VR and machine learning, says Christine Janssen 

Students¡¯ gravitation towards communal living may be exactly the insight we need to solve the stubborn problems of remote learning, says Carlo Ratti

All faculty endure mounting stress over online instruction, but BAME academics face an even more precarious situation, say Henrika McCoy and Madeline Y. Lee

In a good asynchronous class, students are still learning, just not in a way that produces a post-performance high for educators, says Zachary Michael Jack

Successful learning design can happen only when academics and learning designers work in partnership, says Amy Sampson

Selling ¡®the uni experience¡¯ has helped put bums on seats and cash in coffers, but now it¡¯s providing grist for refund-seeking students, says Madeleine Davies

Universities often reproduce colonial logics by exploiting, commodifying and diluting the very ¡®thing¡¯ that was to set us free, says Manvir Grewal

A video by a professor for only their class is akin to the single-copy, handwritten book disseminated to just one room of people, says David Kellermann

It is precisely by getting their priorities straight that established academics can, and must, set a better example, say Fleur Jongepier and Mathijs van de Sande

Rites of passage failed to launch this year, from sex to graduation. We have a moral duty to help students find meaning in their lives, says Bertus Jeronimus

We know that employing learners as active co-creators of their learning builds opportunities for knowledge absorption, say Guy Daly and Andrew Turner

Badly designed sessions are big on waste: waste of talent, waste of concentration, waste of ability and waste of time, says Christian Gilliam

Many of us with learning disabilities struggle to process hour-long lecture recordings but pedagogical flexibility and online support offer new ways ahead, says Gemma Ahearne

Many students have not had their expectations met, but it¡¯s unhelpful to assume this is a systemic online teaching and learning issue, says Linda Kaye

We know from bitter experience that poor or misguided online practice can have serious safeguarding consequences, say Emma Bond and Andy Phippen

The University of Groningen¡¯s response to the pandemic has been widely lauded. Key to it was taking teachers and students seriously from the start, says Klaas van Veen

Actors? Videographers? Graphic designers? Covid has forced academics to wear many uncomfortable hats, say Christine Rivers and Anna Holland

What if I could be in 2,000 breakout group discussions simultaneously, nudging students along a more productive path? asks David Shrier

The great loss is the more subtle stuff, such as arching an eyebrow at a pal when Professor X starts droning on, says Athene Donald

My research inspired laptop bans in classrooms around the world, but we need nuance in our thinking about using technology, says Danny Oppenheimer

Many institutions may find it challenging to translate the crisis experience into an immediate enhancement of teaching and learning, says Michael Gaebel 

Given the year we've just had, we might expect some acknowledgment of the need to address student welfare online, say Andy Phippen and Emma Bond

In virtually all our endeavours in the academy, collaboration is valued ¨C so why is the classroom an exception, ask Kwong Nui Sim and Michael Cowling

¡®Warming up¡¯ the screen needs to become a priority for educators, especially for video-based tutorials and seminars, says Lucinda McKnight

Mastering the art of saying 'no' is one way academics can protect themselves from spiralling workloads, says psychology lecturer Dean Fido

We must find ways to balance integrity, privacy, accessibility, workload and student expectations, say Jennifer Lawrence and Kylie Day

An ideological gap has grown, where some universities have different ideas to students about the concept of a university, says Steve Davies

This swift transformation highlights who among our students we think are worthy of learning and who we choose to leave behind, says Clare Mullaney

The ¡®feel¡¯ for a person that comes from encountering them in their home is difficult to replicate in depth online, says Graham Crow

With US enrolment numbers falling off a cliff, the future is ripe for deep, cross-border partnerships between institutions, says Rick Shangraw

People who teach digital skills in a computer lab know that students aren¡¯t always as adept as they might pretend to be, says Elizabeth Losh

It¡¯s highly likely that one result of the pandemic will be a significant improvement in higher education throughout the region, says Liz Reisberg

Continuous professional development must become an integral part of the academic career path, not a mere ¡®extracurricular¡¯ endeavour, says Alexandra Mihai

Applying emotion science allows us to motivate students and help them focus, pay attention and connect more deeply, says Flower Darby

Like retailers, institutions must adapt to new circumstances by accelerating transformation or face long-term extinction, says Paul Baines

Despite the strong rhetoric currently en vogue, an end to lectures entirely would be an intellectual loss, says Se¨¢n Williams

Online teaching has allowed less-confident students, so often female, to create for themselves a space in which to speak, says Madeleine Davies

The move online allows students the opportunity to broaden their knowledge and learn from a variety of sources, says Tom Collinson

Online graduation rates are much lower than those for conventional degrees. It¡¯s time to ¡®re-personalise¡¯ remote learning, says Ormond Simpson

Based on interviews with university presidents over the past year, Jon McNaughtan identifies three areas that all campus leaders should focus on during any crisis

It won¡¯t be long before we¡¯re all looking to immersive technology to further students¡¯ learning, says Mary Matheson

Universities should partner with students instead of treating them like passive recipients of our superior knowledge, says Simone Buitendijk

Providing opportunities for entrepreneurism and learning from start-up culture is no longer a cool optional extra for universities ? it is a necessity, says Sam Robertson

Life in the age of Covid does not lend itself readily to students internships, but there are alternatives, says Benjamin Tak Yuen Chan

Amid mass online instruction, universities need to up their game around digital safeguarding and student welfare, say Andy Phippen and Emma Bond

Cyberpsychology expert Linda Kaye says it¡¯s crucial that we understand the personal, social and educational implications of the shift to online teaching and learning

With new lockdowns upon us, it¡¯s time students received the financial relief they deserve, says David Green

Having surveyed thousands of instructors on their lockdown experiences, James T. Walker discusses two key findings and their practical implications

Academic couple Theresa Mercer and Andrew Kythreotis are heading into their third lockdown, along with their kids, but this time the expectations are higher and lessons have been learned