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

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dc.contributor.authorFisher, D
dc.date.accessioned2023-03-22T09:55:29Z
dc.date.available2023-03-22T09:55:29Z
dc.date.issued2022
dc.description.abstractThe 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.en_US
dc.identifier.citationFisher, 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.2022.1045311en_US
dc.identifier.issn2504-284X
dc.identifier.urihttp://hdl.handle.net/10566/8645
dc.language.isoenen_US
dc.publisherFrontiers in Educationen_US
dc.subjectblended learningen_US
dc.subjecte-learningen_US
dc.subjectassessment strategiesen_US
dc.subjectiKamvaen_US
dc.subjecthome-based online assessmentsen_US
dc.titleFace-to-face versus online-based lectures: A COVID-19 induced study on assessmentsen_US
dc.typeArticleen_US

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