Fisher, DavidSolomons, DeonMakhathini, Khayelihle Brian2023-01-122023-01-122022Fisher, 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.2022.10453112504-284Xhttps://doi.org/10.3389/feduc.2022.1045311http://hdl.handle.net/10566/8303There 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.enBlended learningE-learningiKamvaCovid-19National lockdownArticle