Assessment Practices in Multi-modal Learning: A Case Analysis of Higher Education Contexts During Covid-19 Pandemic in South Africa

Mavundla, Amile Olwethu; Mgutshini, Tennyson

doi:10.52779/9781991201195/06

Cited by 3 publications

(5 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, the tasks of curriculum delivery in South Africa's higher education institutions became uncertain with face-to-face teaching and learning, but the adoption of online to continue the academic calendars (van Schalkwyk, 2021). Virtual classrooms have become a new approach which all must embrace (Mavundla & Mgutshini, 2021). Mhlanga and Moloi (2020:8) affirm that "integration of learning technologies is the beginning of the process that will move education to 4IR effectively, where learning is mostly digital, with a few occasions of face-to-face engagements".…”

Section: The Realities Of Ict Challenges In Higher Educationmentioning

confidence: 99%

“…The transition to online teaching and learning encourages students to use social instant messaging applications like WhatsApp to exchange and share assessment answers. Sharing assignments and other assessments among students from online learning and assessments intensifies cheating practices and drawbacks that challenge the quality of education (Rahim, 2020;Mavundla & Mgutshini, 2021).…”

Section: Malpractices In Assessment Among Studentsmentioning

confidence: 99%

See 1 more Smart Citation

Curriculum Delivery Through Learning Technologies in Online Classrooms: Challenges and Prospects in Higher Education

Ajani

2023

JCT

View full text Add to dashboard Cite

Higher education institutions in most developing African nations have been classroom-based. This practice has been in place for decades in African countries, with many benefits for stakeholders. Lessons from the COVID-19 pandemic experiences in the global space brought a new approach to curriculum delivery. Universities in most developed countries have expanded, using various digital technologies for teaching and learning. However, the case was a severe challenge in Africa, where many were cut off from teaching and learning activities for months. The study explored the transition from conventional classroom curriculum delivery to online learning as the only alternative approach during the pandemic. Although online learning encourages self-directed learning in students, the study explains the self-determination theory as it underpins online learning. A content analysis of various literature sources on the phenomenon was employed for this systematic review. Findings revealed that many universities in South Africa encountered severe challenges in fully adopting online classes for curriculum delivery. Teaching and learning activities were grounded for months until the Department of Higher Education and Training compelled all to embrace learning technologies to salvage the academic calendar. Rural-based students were reported to be significantly challenged in accessing online learning activities. affirmExtant literature sources affirmed that higher education institutions were unprepared for the sudden transition from conventional classrooms to online learning. Hence, they needed help to take rapid measures to integrate online learning into the system. Many challenges have been encountered in this technological transformation of the teaching and learning approach; the study, therefore, recommends, among others, adequate provision of learning technologies, provision of intense technical know-how support for lecturers for effective use of online learning.

show abstract

Section: The Realities Of Ict Challenges In Higher Educationmentioning

confidence: 99%

Section: Malpractices In Assessment Among Studentsmentioning

confidence: 99%

Curriculum Delivery Through Learning Technologies in Online Classrooms: Challenges and Prospects in Higher Education

Ajani

2023

JCT

View full text Add to dashboard Cite

show abstract

“…Consequently, virtual classrooms have become the primary mode of instruction and evaluation for both students and instructors. According to Mavundla and Mgutshini (2021), the adoption of virtual classrooms represents a significant shift in the educational landscape, requiring both students and instructors to adapt accordingly.…”

Section: The Realities and Challenges Of The Covid-19 Pandemic On Hig...mentioning

confidence: 99%

“…As a result, students have increasingly turned to social instant messaging applications, such as WhatsApp and Telegram, as a means of exchanging and sharing assessment answers. The phenomenon of students sharing assignments and assessments in the context of online learning and assessments has been found to exacerbate instances of academic dishonesty and associated issues that pose a threat to the integrity of education (Mavundla & Mgutshini, 2021;Rahim, 2020). According to Lowenthal and Snelson (2017), the aforementioned source is relevant to the topic at hand.…”

Section: Encouragement Of Examination Malpractices Among Studentsmentioning

confidence: 99%

The Covid-19 Pandemic: Shifting From Conventional Classroom Learning to Online Learning in South Africa’s Higher Education

Maphalala

Ajani

2023

RS Global - IJITSS

View full text Add to dashboard Cite

The advent of the COVID-19 pandemic on a global scale has had a significant impact on all aspects of human activities. The integration of digital technologies has led to a substantial transformation of the worldwide education system. The primary objective of this investigation was to examine the transition from traditional face-to-face instruction to virtual instruction in South African institutions of higher learning amidst the COVID-19 pandemic. The research utilised content analysis to conduct a scoping review of existing literature pertaining to the COVID-19 pandemic. The research investigated the effects of the COVID-19 pandemic on tertiary education establishments in the Republic of South Africa. The study reviewed journal articles and book chapters focused on the shift from conventional classroom learning to online learning in South Africa’s Higher Education to answer two research questions raised in the study. To ensure an in-depth search, the researcher searched 67 journals articles and identified 58 reports/studies satisfying the inclusion criteria. The findings of the analysis of these studies highlighted that the educational establishments were not adequately equipped for the abrupt shift from traditional face-to-face instruction to remote digital learning. Despite the expeditious efforts made by numerous institutions of higher education to incorporate online learning into their curricula, several obstacles were encountered during this technological shift towards the perpetuation of educational instruction. Consequently, it is recommended that institutions provide sufficient learning technologies, consistent internet data subscriptions for students, and technical support for lecturers to improve the effectiveness of online learning. On the other hand, the research has demonstrated that educational establishments have undergone a significant transformation from traditional in-person instructional settings to virtual learning environments.

show abstract

“…COVID-19 has introduced the need to proctor examinations and other forms of assessment remotely using synchronous tools such as video to mitigate instances of cheating (Bilen & Matros, 2020). Concerns have been raised over the use of LMSs for assessments and examinations in terms of authenticity, reliability, validity, consistency and standards, as well as maintaining the integrity of assessment methods (Maddumapatabandi and Gamage 2020, 4;Senel and Senel 2021;Guangul et al 2020;Tuah and Naing 2021;Mavundla and Mgutshini 2021). Another key concern is the impact of remote assessing on students' academic performance (Iglesias-Pradas et al 2021;Gonzalez et al 2020).…”

Section: Assessment In Higher Educationmentioning

confidence: 99%

Investigating Online Versus In-Person Learning on Student Performance

Singh,

Naidoo,

Mtapuri

et al. 2023

Progressio

View full text Add to dashboard Cite

The urgent transformation from face-to-face teaching to an online format in Higher Education Institutions (HEIs) worldwide was carried out overnight, and almost seamlessly as a result of the COVID-19 pandemic. While the transition to adopting online assessment methods may have proved challenging for academics, recent literature in this area highlights the main reason for this—that many face-to-face universities had never implemented any form of online assessment from an institutional perspective prior to the pandemic. This issue was further exacerbated by the fact that these assessments had to be conducted remotely, bringing to the fore extraordinary challenges for HEIs, including academic dishonesty, infrastructural limitations, coverage of learning outcomes, and commitment of students to submit assessments, to name but a few. The overarching purpose of this research was to determine which teaching method proved more effective over the eight-year period. The scores of 548 students—401 traditional students and 147 online students—in an environmental science class were used to determine which instructional modality generated better student performance by means of a comparative study. This article adopts a quantitative approach analysing retrospective data at the selected institution to determine the performance of undergraduate students during the first and second semesters of 2019, when the institution operated in a fully face-to-face environment, and compares these results with those achieved during the first two semesters of 2020, during which the institution adopted emergency remote teaching and assessment as a result of the COVID-19 pandemic. The purpose of this article was to determine whether students performed better or worse in the online environment. Results from institutional-wide modules were compared across the two years.

show abstract

Assessment Practices in Multi-modal Learning: A Case Analysis of Higher Education Contexts During Covid-19 Pandemic in South Africa

Cited by 3 publications

References 16 publications

Curriculum Delivery Through Learning Technologies in Online Classrooms: Challenges and Prospects in Higher Education

Curriculum Delivery Through Learning Technologies in Online Classrooms: Challenges and Prospects in Higher Education

The Covid-19 Pandemic: Shifting From Conventional Classroom Learning to Online Learning in South Africa’s Higher Education

Investigating Online Versus In-Person Learning on Student Performance

Contact Info

Product

Resources

About