Concerns of lecturers delivering distance education via emerging technologies

Kotze, Yolanda; Dreyer, Carisma

doi:10.4314/sajhe.v16i2.25252

Cited by 4 publications

(4 citation statements)

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“…The most common tools in classroom assessment included group work; class tests; and class exercises and the most common formats in classroom assessment included true/false questions; multiple type questions; and essay type questions. These findings are in line with previous reports [19], [22]- [26]. Similarly, most common challenges in classroom assessment included: Some of the students habitually remaining absent on test day; Some of the students showing less interest in assessment tasks; Response of the parents on assessment tests and its results is poor; The school do not have adequate materials for the conduct of assessment tasks; The school does not have adequate materials for the conduct of assessment tasks; The administration of my school does not provide sufficient guidance on assessment; I need extensive professional training in assessment.…”

Section: Inferential Statssupporting

confidence: 94%

Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan

Shah,

Butt,

Saleem

et al. 2023

IJERE

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<span lang="EN-US">In the process of classroom assessment, data is collected regarding the skills, understanding and knowledge of students. It has very important role in enhancing academic achievement of students. Present study was designed at exploring the challenges of classroom assessment. The sample of study contained a sample of 360 participants and a concurrent mixed-method design was deployed to conduct the research. Data collection was carried out using researchers’ self-developed questionnaire. The collected data was analyzed using statistical software of SPSS version 24.0 for descriptive and inferential stats. For collection and analyses of qualitative data, classroom observation and semi-structured interviews were also conducted. The study explored those major challenges</span><span lang="EN-US"> included lack of interest of both, the parents and the students; insufficient guidance on the assessment by school administration; and less or no provision of professional training in assessment to the teachers. It was recommended that the school administration should take appropriate steps for the involvement of all stakeholders. Extensive professional training should be provided to all the teachers on regular basis by the concerned departments.</span>

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Section: Inferential Statssupporting

confidence: 94%

Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan

Shah,

Butt,

Saleem

et al. 2023

IJERE

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Section: Lack Of Incentives or Rewardsmentioning

confidence: 99%

“…In a survey of staff involved in Web-based teaching, Kotze and Dreyer (2001) found that more than half of the lecturers involved indicated that there were no incentives involved in telematic learning courses, though noted some intrinsic personal rewards. Kotze and Dreyer (2001) suggested strongly that a modification of the reward system (to formally include incentives for special efforts required for distance learning teaching) was required. There are of course intrinsic rewards associated with distance delivery and it is evident in the research of a number of writers that these are important motivators (Csikszentmihalyi, 1997;Woolcott and Betts, 1999).…”

Section: Lack Of Incentives or Rewardsmentioning

confidence: 99%

Staff attitudes to the development and delivery of e‐learning

Newton

2003

New Library World

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Reports the outcome of research conducted as part of a project funded by the Learning and Technology Support Network – Information and Computing Studies Group (LTSN‐ICS). The paper deals with the issues perceived as being important “barriers” to using technology in teaching and learning within the academic staff community working in higher education in the UK. Data were gathered from a critical analysis of the literature, the administration of a questionnaire survey and a series of interviews with academic staff. Empirical data are used to verify some of the contentions from the literature review and to contextualise these (mainly US‐based publications) in terms of the experience of UK academics. The overall picture which emerges when examining a range of initiatives currently being undertaken across a range of academic institutions is that developments are often led by the enthusiasm of individuals with little extrinsic reward structure to encourage these innovations.

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“…It was proposed to use additional features of Blackboard in the online portion of the course to implement the use of alternative methods of assessment in addition to the traditional F2F midterm and final examinations and weekly online quizzes. Technology and the related pedagogical changes, such as from quiz or teacher-led learning to student-centered learning, are causing a dramatic change for the theatre practitioner and the educator in general (Arndt, 1999;Kotze and Dreyer, 2002;Mitchell, 1999;Schrum, 1999;Winsboro, 2002). This study researched the use by a theatre arts professor of student-centered online assignments as opposed to teacher-led online assignments (quizzes) in a theatre arts undergraduate class on play analysis.…”

Section: Cwis 222mentioning

confidence: 99%

Does online participation matter? A case study of a hybrid theatre arts course

Marcus

2005

Campus-Wide Information Systems

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PurposeTo examine whether students have higher retention rates of material when they participate in online quizzes or online alternative student‐centered assignments on the material presented in the F2F class.Design/methodology/approachReviews the literature; and analyzes data from the implementation of both types of assessment for the online sessions of the course (student‐centered and faculty‐centered) as correlated with mid‐term and final examination scores.FindingsA significant difference was found on both mid‐term and final examination scores by participants and non‐participants in the assessments. A significant difference was not found in the participation levels in the various assessment types. In addition, a minimal relationship was found between the assessment type and the act of participating in the assessment. The assessment type was not found to have a significant effect, though the participation in the assessment type did have an effect.Research limitations/implicationsOnly two terms' worth of students, in one course, were examined. The assessments were not analyzed for equivalence in their coverage of the materials. Further research is needed on types of activities and level of participation, types of participation and level of learning, and participation scale grade rather than a yes/no method, are correlated.Practical implicationsProvides a very useful source of information, guidance, and support for instructors considering the use of online assessments in their hybrid courses.Originality/valueThis paper fulfils an identified need in the usage of alternative assessments and offers practical help to faculty teaching a theatre arts hybrid class.

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Concerns of lecturers delivering distance education via emerging technologies

Cited by 4 publications

References 0 publications

Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan

Exploring the challenges in classroom assessment: A mixed-method study of secondary schools in Pakistan

Staff attitudes to the development and delivery of e‐learning

Does online participation matter? A case study of a hybrid theatre arts course

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