The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the results indicated that a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) should be used in the context of hybrid courses. The study also suggests further studies that would widen, diversify both the scope and research instruments to investigate learner satisfaction with formative e-assessment strategies.

. Scientists currently advocate the use of integrated science process skills to perform scientific inquiries in the natural world. In Tanzanian schools, however, the situation leaves a lot to be desired as we consider the poor acquisition of science process skills in the country. This article is an attempt to address the impact of computer simulations and animation in the acquisition of scientific skills. We compare the impact of computer simulations and animations to conventional materials on students' acquisition of integrated science process skills in teaching and learning chemistry. We use a mixed method approach in data collection and quasi-experimental research design coupled with the qualitative data collection process, i.e. focus group discussion. The study involved a total of 320 students. The findings revealed that the treatment group scored better (pre-test, mean = 42.26; standard deviation = 12.16, post-test, mean = 65.79; SD = 13.45) after they were exposed to computer simulations and animations than their counterparts in the control groups (pre-test, mean = 41.59; SD, 12.73, post-test, mean = 48.03; SD = 11.72). Furthermore, a statistically significant difference (p = 0.000, α = 0.05) between the control and treatment groups was found using an independent sample t-test on instructional materials. Thematic analysis of data from students focus group discussion indicated that simulations drew their attention to specifics and made the subject easier to grasp than conventional materials. Therefore, the current study proposes that teachers employ computer simulations and animations to support students’ science process skills at secondary school level.

Inspired by the current scholarship that indicates that, if used well, formative assessment and feedback can advance student's learning, this paper explores the practices of feedback in formative assessment in Rwandan higher education, specifically at the University of Rwanda. The study used a qualitative approach with the aim of gaining lecturers' and students' perspectives on formative assessment and feedback; and exploring different ways formative assessment and feedback were practiced. Using data collected through interviews, student focus group discussions, and document analysis; the paper shows that formative assessment and feedback were understood in the context of binding prescription within the boundaries of limited description in academic regulations. Feedback was in most cases reduced to marks, and lecturers-who portrayed themselves as information providers, mastery checkers, and performance appraisers-were in full charge of all formative assessment efforts. The paper also shows that lack of clarity and feed forward instructions in too-much-delayed lecturers' written feedback led students to just receive feedback and not use it to enhance their performance. Building on this study's findings and on the existing literature, the paper suggests three important moves whereby a collaborative research-based approach that will bring together different stakeholders will help to move away from a single-sided approach to a multifaceted approach in both perception and practice of formative assessment and feedback at the University of Rwanda.

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This study aimed at exploring the instructional activities that could support students’ learning of science process skills by using chemistry-based computer simulations and animations. A total of 160 students were randomly selected and 20 teachers were purposively selected to participate in the study. Data were gathered in both qualitative and quantitative formats. This was accomplished through the use of a classroom observation checklist as well as a lesson reflection sheet. The qualitative data were analyzed thematically, while the quantitative data were analyzed using percentages. The key findings from the study indicated that chemistry-based computer simulations and animations through instructional activities, particularly formulating hypotheses, planning experiments, identifying variables, developing operational definitions and interpretations, and drawing conclusions, support students in learning science process skills. It was found that during the teaching and learning process, more than 70% of students were able to perform well in the aforementioned types of instructional activities, while 60% performed well in planning experiments. On the other hand, as compared to other instructional activities, planning experiments was least observed among students and teachers. Students can be engaged in knowledge construction while learning science process skills through the use of chemistry-based computer simulations and animations instructional activities. Therefore, the current study strongly recommends the use of chemistry-based computer simulations and animations by teachers to facilitate students’ learning of chemistry concepts in Tanzanian secondary schools.