Assessing Student Learning Online

Arnold, Stephen

doi:10.1007/978-3-319-02264-2_7

Cited by 12 publications

(5 citation statements)

References 7 publications

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“…When looking at the experiences of TVET college educators during the transitioning process, it was found that educators used digital tools such as WhatsApp, Microsoft Teams, the LMS, Mentimeter, and Kahoot to facilitate teaching and learning at their respective TVET colleges. However, one significant thing preventing the effective use of the identified digital tools was the educators' beliefs on the reliability of the assessment practice in a virtual classroom, supporting the findings of Arnold (2014).…”

Section: Discussionmentioning

confidence: 54%

Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic

Aina

Ogegbo

2022

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The growing utilisation of digital technologies in today's complex and fast-changing world has taken the reality of education beyond the physical classroom. However, the COVID-19 pandemic has forced many educational institutions to make hasty and unprecedented decisions as they switched to the virtual classroom. This study explores teachers' experiences in transitioning from traditional teaching to virtual teaching during and after the COVID-19 college closure. A sample of seven Technical and Vocational Education and Training (TVET) educators was conveniently selected from colleges in an urban area in South Africa using a case study research design. Data were collected through semi-structured interviews and analysed using thematic analysis. In this regard, all ethical considerations were adhered to during this study. Three of the educators demonstrated a positive cognitive, affective and behavioural attitude towards transitioning to virtual learning. Six of the educators used WhatsApp and online platforms integrated into their college's website to communicate during virtual teaching. However, challenges such as lack of support on the integration of technology into their practice, access to connectivity, provision of little or no training on pedagogical practices, unconducive home environment, students' attitudes in the online space, lack of infrastructure and poor policy guidelines and framework for implementing virtual learning pose a threat to educators' desires to change and support a transition to virtual learning permanently. Therefore, it is recommended that TVET education providers and managers provide adequate support and training for educators to foster pedagogical practices aimed at enhancing students' virtual learning.

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Section: Discussionmentioning

confidence: 54%

Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic

Aina

Ogegbo

2022

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“…Hence, early childhood lecturers should be encouraged to take content, pedagogy, and technology into account when designing online courses (Koehler, Mishra, Hershey, & Peruski, 2004). Regarding the reliability of the online measurement assessment barrier, Arnold (2014) pointed out that reliability issue in the online teaching front needs much more attention. Most recently, the study also mentioned that the existing instrument in online teaching suffer from the issue of validity and bias, so that failed to align with the instructional goals (Byrne & Donlan, 2020).…”

Section: Discussionmentioning

confidence: 99%

Emergency Online Teaching: Early Childhood Education Lecturers' Perception of Barrier and Pedagogical Competency

Diningrat¹,

Nindya

Salwa³

2020

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In this COVID-19 situation, online learning has been widely implemented in higher education contexts. This issue inspires the researchers to conduct further study on barriers encountered by lecturers in higher education. This study was carried out to explore how the lecturers perceive the barriers in online teaching practices and the level of pedagogical competencies perceived by the lecturers in conducting online learning in this emergency. The study employed a cross-sectional survey research design. Data were collected from 73 early childhood education lecturers from four regions in East Java, Indonesia. The questionnaires were developed to measure lecturers' perceptions of barriers in online teaching practices adopted from the TIPEC framework and measure the lecturers' pedagogical competencies. Multivariate analysis of variances was used to analyze the data. The results showed that limited bandwidth, connectivity, and security were the first significant barriers perceived by early childhood lecturers. Meanwhile, the second barriers are related to student lack of engagement and lack of feedback. Then, third barriers are computer viruses, the quality of course content, and reliability of the online assessment instrument. ANOVA results showed that there were significant differences between gender and technological factors, gender and instructional design factors, as well as educational qualification and strategy implementation of factors.

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“…Assessment is an essential element in the learning process as it provides students with opportunities to demonstrate their abilities while allowing them to receive support to improve their learning (Amelung, Krieger & Rösner, ; Gikandi, Morrow & David, ; JISC, ). Assessment can be defined as a process of collecting and interpreting information by teachers with the ultimate goal of assigning a grade to students (Arnold, ).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Assessment is a central element in higher education to determine students' skills and knowledge, but also to ensure that they achieve the desired learning outcomes (Stödberg, ). Assessment promotes student learning and still works as a way for teachers to assess student performance (Arnold, ). However, assessment is an expensive and long process that produces stress and requires time and a significant effort for those involved in it, teachers and students (Hettiarachchi, Huertas & Mor, ).…”

Section: Introductionmentioning

confidence: 99%

Examining the use of e‐assessment in higher education: teachers and students’ viewpoints

Rolim¹,

Isaías²

2018

Brit J Educational Tech

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The combination of teaching and information technologies is at the origin of a more embracing, flexible and accessible approach to learning. Assessment is considered an integral part of the learning process, but it has always been considered challenging for teachers. Through the adoption of information technologies, it is possible to create new opportunities to improve assessment. Despite its numerous advantages, e‐assessment remains a topic of much discussion for many, due to doubts that arise about its efficiency and effectiveness. In order to understand this issue, this study aims to explore e‐assessment in higher education, from the viewpoint of teachers and students. Four online surveys were distributed among teachers and students in Portugal and other countries. While the results show that Portugal is slightly behind in terms of adoption, there is a strong awareness of the importance of e‐assessment. Internationally, e‐assessment has higher adoption rates, and both teachers and students believe that this method of assessment is advantageous.

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Assessing Student Learning Online

Cited by 12 publications

References 7 publications

Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic

Investigating TVET college educators’ experiences while transitioning from the traditional classroom to the virtual classroom during the COVID-19 pandemic

Emergency Online Teaching: Early Childhood Education Lecturers' Perception of Barrier and Pedagogical Competency

Examining the use of e‐assessment in higher education: teachers and students’ viewpoints

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