Remote assessment strategies in the post-COVID era of blended learning do they have a role?

Abstract

Since the onset of the COVID-19 pandemic in 2020, students' right to education has been threatened globally, and medical colleges are not an exception to this. During COVID-19 induced lockdown, medical colleges had to resort to online classes instead of regular academic sessions. Medical colleges and other higher education institutions in India faced a challenge in determining on how to engage their students in the learning process and assess them using reliable, effective and acceptable methods. Now that the covid pandemic is nearly over, many medical colleges have already started regular sessions. At the same time, some continue to use online lectures and other tools for engaging their learners in addition to regular classes. Medical colleges also used different online tools for formative assessments. But the effectiveness of such online educational activities is yet to be established in India. This article discusses how unsupervised online tests can be used for formative and summative exams in post-covid medical education.

Efl Remote Learning in the Context of Covid19 Pandemic: The Perceived Training Needs of Staff Members at Saudi Universities

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Iranian medical students' experiences, perceptions, and psychological conditions during the COVID-19 pandemic

“…Students had to stay at home due to social distancing, so a method had to be proposed to ensure that students could access educational opportunities without falling behind in their lessons (9). As a result, many medical schools have turned to online education to ensure the continuity of teaching and learning processes (10).…”

Leveraging learning experience design: digital media approaches to influence motivational traits that support student learning behaviors in undergraduate online courses

“…Additionally, Rapanta et al ( 2020 ) argue that instructors not only face the technical struggles of delivering online instruction, but also lack the instructional and pedagogical training necessary to “design and administer meaningful online learning experiences.” Furthermore, learners spending more time worrying about accessing, locating, and finding course content within the user interface are likely to experience greater frustration and confusion within an online learning environment (Hu, 2008 ; Shneiderman & Hochheiser, 2001 ). This combination of low student motivation, poor instructional grounding in learning design, and overlooking the learner’s user experience have led to undergraduate learners citing issues of diminished engagement, poor time management, and low levels of confidence with their own abilities to learn online, primarily due to their unfamiliarity and lack of prior experience with online courses (Agarwal & Kaushik, 2020 ; Sun & Rueda, 2012 ; Tullis & Benjamin, 2011 ; Zayapragassarazan, 2020 ). Thus, to support students' learning behaviors, attention may be shifted advantageously to include evidence-based principles of learning experience design, with a focus on monitoring factors including students’ self-efficacy, task-value, self-regulation, engagement, elaboration, and critical thinking.…”