Face-to-face versus online-based lectures: A covid-19 induced study on assessments

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dc.contributor.authorFisher, David
dc.contributor.authorSolomons, Deon
dc.contributor.authorMakhathini, Khayelihle Brian
dc.date.accessioned2023-01-12T09:18:18Z
dc.date.available2023-01-12T09:18:18Z
dc.date.issued2022
dc.description.abstractThere is much debate regarding the impact of COVID-induced lockdown on the standard of assessments, mainly since students were assessed at home via an online assessment platform. Regular orthodox lectures and assessments were carried out during the first term, while the strictly enforced South African COVID lockdown warranted that 2nd term lectures and assessments were based online. This created the fortunate control conditions to statistically compare orthodox face-to-face with online-home-based assessments.en_US
dc.identifier.citationFisher, D. et al. (2022). Face-to-face versus online-based lectures: A covid-19 induced study on assessments. Frontiers in Education, 7, 1045311. :https://doi.org/10.3389/feduc.2022.1045311en_US
dc.identifier.issn2504-284X
dc.identifier.urihttps://doi.org/10.3389/feduc.2022.1045311
dc.identifier.urihttp://hdl.handle.net/10566/8303
dc.language.isoenen_US
dc.publisherFrontiers Mediaen_US
dc.subjectBlended learningen_US
dc.subjectE-learningen_US
dc.subjectiKamvaen_US
dc.subjectCovid-19en_US
dc.subjectNational lockdownen_US
dc.titleFace-to-face versus online-based lectures: A covid-19 induced study on assessmentsen_US
dc.typeArticleen_US

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