Virtual-assessment performance hampered by slow adaptation to tech environment

An assessment of subject-comprehension and subject-command attained through digital learning platforms

“…The act of accomplishing online tasks and collaborative learning activities, that can cause individual differences to be highlighted, is rather paid more attention. Shahid [ 28 ] conducted a survey-based study to exhibit an inadequacy of students to perform to their ceiling potential in virtual-assessments due to slow adaptation to an online habitat. Davidson and Jaques and Salmon [ 6 , 11 ] reported some problems experienced by students in an online learning system such as being out of sorts with technology handling, perception of inequity in collaborative tasks and conditioned peer interaction.…”

“…The research findings suggested that content-command was the only significant factor affecting the perceived learning. One such component related to digital educational impediments is loss of certainty on the part of a student about comprehensive command of subject-knowledge [ 28 ]. An absence of interactive-learning opportunities and motivating academic environment in addition to technological straits of e-platforms conditioned students’ radical understanding of a subject.…”

“…In view of the proposition of recognized universities to establish virtual/distance learning as a prime medium of instruction to ease education access to remote areas, it is essential to weigh the significant connection of e-education and learning graph of students. It is equally important to fully encompass the reasons for hampered virtual assessment-performance of students [ 28 ] by analyzing the factors involved in the process of digital learning. The current study aims at highlighting the disposition of learners in regard to availing online educational programs, the extent to which they are sure of subject understanding, and their preference for physical or electronic mode of learning in the future.…”