Section 1. Planning for change: evaluating emergency academic strategies.- Chapter 1. Learning in crisis: analysing a university-wide transition to micro learning using Infographics.- Chapter 2. Exploding hierarchies for educational change.- Chapter 3. Ready for anything: adaptive curriculum design for interdisciplinary team projects in Work Integrated Learning (WIL).- Chapter 4. Evaluating expectations and engagement with emergency remote teaching: a cross-faculty case study of a Sino-British university.- Chapter 5. Lecturers teaching from home: exploring academics' experiences of using educational technology during a pandemic.- Chapter 6. Perspectives, lessons and reflections on surviving sudden disruption in the delivery of contemporary business education.- Chapter 7. Reverting to social presence for remote researching professionals.- Chapter 8. What is gained and lost when education researchers pivot to online data collection and dissemination?.- Chapter 9. Decision-making under uncertainty: how university students navigate the academic implications of the COVID-19 pandemic challenges.- Chapter 10. Challenges in conducting online assessments in low-resource context: what directions we get from the experiences of business faculty members in Nepal.- Chapter 11. Enhancing online assessment quality through collaboration.- Chapter 12. Clumsy or competent? The social and cultural dimensions of online learning at King Abdulaziz University, Saudi Arabia.- Chapter 13. Lessons learnt - a case study about module leadership and mentorship training for undergraduate academics at QAHE.- Chapter 14. Higher Education in the time of COVID-19: first response and challenges of enabling distance education and online learning in Tamil Nadu, India.- Chapter 15. Improving engagement with online formative assessments in medical education using Peer Wise.- Chapter 16. Embedding mental wellbeing in lockdown: an increased priority during a pandemic.- Chapter 17. Embracing authenticity and selectivity in assessing technical knowledge: a case study from economics during the pandemic.- Chapter 18. Multimodality, mediation and communities of practice: developing a sense of belonging through digital communication tools in a final year journalism course.- Chapter 19. Chinese undergraduates' perspectives of online English instruction shift during COVID-19 pandemic in Wuhan.- Chapter 20. Maintaining student engagement when taking case based learning online in a Business Master's degree.- Chapter 21. Hybrid delivery of practical chemistry courses using pre-lab tutoring system.- Chapter 22. 'Still Learning Together' - the way YouTube videos helped Arts and Humanities students during lockdown.- Chapter 23. The past informing the future: learning logs in online education.- Chapter 24. Reading online during lockdown: insights from History and Heritage.- Chapter 25. The impact of COVID-19 on learning for final year nursing students.- Chapter 26. Pivoting a Business School's teaching online.- Chapter 27. Developing teacher expertise: assessing interactive online teaching as an alternative assessment to classroom-based teaching.- Chapter 28. Cloud simulation for virtual learning in maritime education.- Chapter 29. Delivery of e- 'Research-Informed Teaching' in lockdown: case insights from a Northern Ireland university.- Chapter 30. Enabling dynamic landscapes through StopMotion animation.- Chapter 31. Virtual case studies for assessment preparation and practice.- Chapter 32. A Virtual Placement: analysing the health and social needs of a defined community during lockdown.- Section 3. Helping to learn: evaluating academic support programmes for students.- Chapter 33. Virtual learning environments in Hong Kong: the Digital Design Studio, when needs must.- Chapter 34. Creating 'community' - an inclusive approach to the delivery of an online diversity Management module.- Chapter 35. Locked down but not locked out: personal tutoring and peer support amongst Philosophy, Ethics and Religion Students.- Chapter 36. Protecting student retention through eMentoring during a pandemic.- Chapter 37. Creating a digital learning community through extra-curricular learning in lockdown: identity and belonging.- Chapter 38. Life in the new normal: a critical analysis and a case study of the online intercultural exchange.- Chapter 39. Challenges for final year business students during COVID-19 and how tutors can help out.- Chapter 40. Skills Immersion Model: a proactive model to support students learning.- Section 4. Situating academic development: evaluating professional capacity enhancement initiatives.- Chapter 41. Supporting multidisciplinary transitions to blended learning: qualitatively exploring what works for educators.- Chapter 42. Joining the dots: the changing identities of university (learning and teaching) fellows.- Chapter 43. We close on Friday - a case study pivotal to online learning and beyond at a UK HEI.- Chapter 44. Implications of COVID-19on researcher development: achievements, challenges and opportunities.- Chapter 45. Remote learning: redefining the role of programme leadership in preserving intended learning outcomes during COVID-19 crisis.- Chapter 46. Using situated learning to develop educator capabilities in synchronous online teaching.- Chapter 47. Designing a collaborative online learning experience to train Graduate Teaching Assistants using a socio-cultural framework.- Chapter 48. Professional development of precarious academic staff in online university teaching.- Chapter 49. Slaying the dragons: developing staff online learning and teaching identity.- Chapter 50. Pivoting professional recognition- a community approach.
