Assessing the Higher Education Settings after the Transition to Online Learning: Exploring Teaching, Assessments, and Students’ Academic Success

Abstract

This empirical research report intended to explore the impact of the sudden transition to online learning and teaching and assessment at higher education institutions in the United Arab Emirates (UAE). Furthermore, the study assessed the difference in students’ academic achievement and their perception of the transition to online learning. A mixed-method research design was adopted to achieve the purpose of this research paper. Content analysis, the Correlation Coefficient, and Simple Linear Regression were supportive analysis tools. Data analysis proved that the higher education system in the UAE embraced appropriate teaching and assessment approaches to the online mode of teaching and learning. Moreover, higher education students maintained high academic success after transitioning to online learning. Students’ perception of the transition to online learning positively correlated to students’ academic success. Thus, higher education students maintained a decent level of academic success after transitioning to the online mode of learning.

Voices of Non-English Students and Teachers in English as a Medium of Instruction

“…Globalisation has changed the direction of Higher Education's (HE) goals to not only focus on local context achievement but also on global needs (Tight, 2021). HE is also the crucial phase for students to focus and study (Moussa, 2021). There is strong and booming competition among institutions to bring their quality to the global level (de Wit & Altbach, 2021).…”