{
  "issue_key": "vol09-no1-2021",
  "volume": 9,
  "number": 1,
  "season": "Spring 2021",
  "year": 2021,
  "sequence": 15,
  "type": "case-study",
  "section": "Case Study",
  "title": "Transformation Experiences During the Covid-19 Pandemic: Higher Education Institute (HEI) Case Study",
  "subtitle": null,
  "slug": "transformation-experiences-during-the-covid-19-pandemic-higher-education",
  "corporate_author": null,
  "authors": [
    {
      "given_name": "Nick",
      "family_name": "Papé",
      "credentials": "PhD",
      "affiliation": "London Churchill College",
      "email": null,
      "orcid": null,
      "is_corresponding": false,
      "sequence": 1
    },
    {
      "given_name": "Rahaman",
      "family_name": "Hasan",
      "credentials": null,
      "affiliation": "London Churchill College",
      "email": null,
      "orcid": null,
      "is_corresponding": false,
      "sequence": 2
    },
    {
      "given_name": "Mazharul",
      "family_name": "Islam",
      "credentials": null,
      "affiliation": "London Churchill College",
      "email": null,
      "orcid": null,
      "is_corresponding": false,
      "sequence": 3
    }
  ],
  "abstract": "The development of the mode of learning and teaching for our College to match the need to mitigate the impact of Covid-19 pandemic, is an extraordinary story. Traditionally, we have welcomed students to a face-to-face learning experience, supported by virtual learning environments, and now, through a number of iterative stages, we find the online mode of teaching and learning is highly preferred by students of all ages. Data figures evidence increased key performance indicators of students’ attendance, retention, assessment submissions, pass rates, progression and awards, as well as student satisfaction of provisions and resources emplaced by the College. All despite real changes in the learning environments involving separation of students from a collegiate environment, losing the advantages of peer interaction and constant contact with College academic staff. The threat of loneliness for the individual student is ever present and remains a direct concern of all staff.",
  "keywords": [
    "Covid-19 Pandemic",
    "Blended Learning",
    "Loneliness",
    "Online Learning"
  ],
  "first_page": 113,
  "last_page": 118,
  "pdf_start": 113,
  "pdf_end": 118,
  "references": [
    {
      "ordinal": 1,
      "raw_text": "Bielawski, L., & Metcalf, D. (2003). Blended elearning: Integrating knowledge, performance support, and online learning, Amherst, MA: HRD Press.",
      "doi": null,
      "markdown": "Bielawski, L., & Metcalf, D. (2003). Blended elearning: Integrating knowledge, performance support, and online learning, Amherst, MA: HRD Press."
    },
    {
      "ordinal": 2,
      "raw_text": "Blom, I. M., Ante-Testard, P. A., Guzman V., Haldane V., Shan Y. & Wabnitz K-J. (2020). Planetary Health: Young Academics Ask Universities to Act; www.thelancet.com/planetary-health, Vol 4, pp. 257-258 [accessed 28 August 2020]",
      "doi": null,
      "markdown": "Blom, I. M., Ante-Testard, P. A., Guzman V., Haldane V., Shan Y. & Wabnitz K-J. (2020). *Planetary Health: Young Academics Ask Universities to Act;* www.thelancet.com/planetary-health, Vol 4, pp. 257-258 \\[accessed 28 August 2020\\]"
    },
    {
      "ordinal": 3,
      "raw_text": "Curry, D. B. (2000). Collaborative, Connected and Experiential Learning: Reflections of an Online Learner, http://www.mtsu.edu/~itconf/proceed01/2.html (accessed 27 August 2020)",
      "doi": null,
      "markdown": "Curry, D. B. (2000). Collaborative, Connected and Experiential Learning: Reflections of an Online Learner, http://www.mtsu.edu/~itconf/proceed01/2.html (accessed 27 August 2020)"
    },
    {
      "ordinal": 4,
      "raw_text": "Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2009). Innovation in mobile learning: A European perspective. International Journal of Mobile and Blended Learning, 1, 13–35.",
      "doi": null,
      "markdown": "Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2009). Innovation in mobile learning: A European perspective. *International Journal of Mobile and Blended Learning*, 1, 13–35."
    },
    {
      "ordinal": 5,
      "raw_text": "McInnerney, J. M., & Roberts, T. S. (2004). Online Learning: Social Interaction and the Creation of a Sense of Community. Educational Technology & Society, 7 (3), 73-81",
      "doi": null,
      "markdown": "McInnerney, J. M., & Roberts, T. S. (2004). Online Learning: Social Interaction and the Creation of a Sense of Community. *Educational Technology & Society*, 7 (3), 73-81"
    },
    {
      "ordinal": 6,
      "raw_text": "Popescu, E. & Badea, G. (2020). Exploring a Community of Inquiry Supported by a Social Media-Based Learning Environment. Educational Technology & Society, 23(2), 61-76. doi:10.2307/26921134",
      "doi": "10.2307/26921134",
      "markdown": "Popescu, E. & Badea, G. (2020). Exploring a Community of Inquiry Supported by a Social Media-Based Learning Environment. *Educational Technology & Society*, 23(2), 61-76. doi:10.2307/26921134"
    },
    {
      "ordinal": 7,
      "raw_text": "Rossett, A., Douglis, F., & Frazee, R. (2003). Strategies for building blended learning. Learning Circuits. from http://www.essentiallearning.net/news [accessed 26 August 2020]",
      "doi": null,
      "markdown": "Rossett, A., Douglis, F., & Frazee, R. (2003). Strategies for building blended learning. Learning Circuits. from http://www.essentiallearning.net/news \\[accessed 26 August 2020\\]"
    }
  ],
  "notes": [
    "¹¹ *‘Necessity is the Mother of Invention’*; the true author of the exact phrase, necessity is unknown, but it is credited to Benjamin Jowett, an administrator in the University of Oxford. In his translation of 1871 Plato’s Republic, there comes a phrase – ‘The true creator is necessity, who is the mother of our invention.” The phrase is strikingly similar to the proverb ‘necessity is the mother of invention’ and has a similar meaning. Prior to the translations by Jowett, the phrase was still popular in England, but in Latin. Earliest known use of the Latin phrase is documented to be by William Horman, who used the Latin phrase “Mater atrium necessitas” meaning in English “The mother of invention is necessity.”"
  ],
  "figures": [],
  "files": {
    "html": "index.html",
    "body_markdown": "body.md",
    "pdf": "article.pdf"
  },
  "word_count": 1766,
  "conversion_warnings": [
    "Author footnotes 8-10 (p.113) carry only roles/affiliations; captured in authors[] and not repeated in notes. Footnote 11 (p.114) moved from mid-paragraph into notes.",
    "The standalone line 'So, what could we do, as a College?' is printed as body text and kept as a paragraph.",
    "Reference list previously missed Curry (2000); rebuilt from the PDF (7 entries)."
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  "manifest_notes": "Title on page has three spaces after the colon ('Pandemic:   Higher'); normalised to one. Byline 'Nick Papé PhD8, Rahaman Hasan9, Mazharul Islam10,' (trailing comma). Footnotes p.113 (9pt): '8 Principal, London Churchill College'; '9 Head of Programmes and Academic Monitoring, London Churchill College, PhD Candidate (University of Essex)'; '10 Head of Data and IT, London Churchill College'. Footnote 11 on p.114 (9pt, 6 lines) explains 'Necessitate est ingenii mater'. Emails for Papé and Hasan appear only on the Editorial Panel page p.2 (Nick.Pape@londonchurchillcollege.ac.uk, R.Hasan@londonchurchillcollege.ac.uk) - not used. References p.117 right col - p.118.",
  "source": {
    "pdf": "vol09-no1-2021.pdf",
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  "reviewed": true
}