Face-to-face versus online-based lectures: A COVID-19 induced study on assessments
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Date
2022
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Frontiers in Education
Abstract
The students were found to be resilient in adapting to things
and learning, online presentations, and computer-based assessments. No
gender-based difference or advantage to adjusting to newly introduced
blended learning and concomitant changes in learning assessment strategies
was found. The online-home-based assessments proved to incentivize prior
learning and preparation for assessments by implementing strict time limits or
assessments and randomizing the selections of questions and respective (MCQ)
answer choices.
Description
Keywords
blended learning, e-learning, assessment strategies, iKamva, home-based online assessments
Citation
Fisher, D., Solomons, D., Makhathini, K.B., 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.2022.1045311