Designing Authentic Online Courses Intra- and Post-Pandemic

Rippy, Michelle; Munoz, Monica

doi:10.4324/9781003125921-3

Cited by 5 publications

(3 citation statements)

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“…The pandemic-induced academic disruptions brought to the forefront the existing inequalities within the Zambian higher education system. Access to reliable internet connectivity, digital devices, and conducive learning environments varies among students (Mukosa & Mweemba, 2019), resulting in differential experiences and outcomes in online assessments (Musonda, 2021;Rippy & Munoz, 2022). This study highlights the systemic disparities within the Zambian higher education context.…”

Section: Discussionmentioning

confidence: 86%

“…Both lecturers and students perceive the focus on grades in current assessment practices as potentially undermining authentic learning experiences and learner motivation. The overemphasis on grades can create a culture of competitiveness and compliance, where students are primarily driven by the pursuit of high grades rather than a genuine passion for learning (Deci, 2000;Stipek, 2002;Serrano et al, 2017;Rippy & Munoz, 2022). This aligns with critical social theory's critique of education systems reproducing social inequalities and reinforcing hegemonic power structures (Giroux, 2011).…”

Section: Discussionmentioning

confidence: 90%

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Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions

Masaiti,

Kakupa,

Mupeta

2023

Sotls

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This paper interrogates emerging issues and assessment practices within higher education institutions in Zambia. It presents the reflections of a sample of lecturers and students from the country’s largest public university on their assessment experiences during and after the COVID-19 pandemic disruptions. Employing a qualitative research framework grounded in critical social theory, the study uncovers the constructions of assessment in higher education and how current assessment practices, particularly the focus on grades, undermine authentic learning experiences and learner motivation. Through in-depth interviews, participants challenge current practices and envision alternative approaches to higher education assessment that prioritize flexibility and creativity. This article gives a voice to the otherwise voiceless students and lecturers whose insights might be critical in transforming higher education assessments for student empowerment, equity, criticality, and lifelong learning.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 90%

Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions

Masaiti,

Kakupa,

Mupeta

2023

Sotls

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“…Academic leaders should extend this flexibility in thinking by mentoring faculty members in ways they can be flexible with their courses and students. This can include empowering faculty members to rethink their traditional teaching methodology and assessment measures and processes, embracing the technology available and the ways in which it can support a flexible academic environment [109,110]…”

Section: Be Flexiblementioning

confidence: 99%

What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review

et al. 2022

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As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to excellence in teaching and the delivery of content using educational and communication technology. This experiential narrative review explains how faculty members and administrators addressed online education with technology specific to health professions and how universities managed to assist students with innovative services for mental health. It also provides an insight into how degree-specific academic personnel embraced technology-based hands-on activities in community health clinics and clinical laboratories, with sustainable and impactful lessons in equity, affordability, and transformative education. Finally, health administrators gather their top-10 leadership recommendations to continue moving forward during the pandemic and present a unique self-reflection on the process of caring considerations required for a successful experience for faculty members, staff, and students.

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Learning from Experience: Facilitating an Institution-Wide Reflection on the Recent Transition to Distance/Online Teaching and Learning

Groen,

Germain-Rutherford,

Murphy

2024

Online Learning, Open Education, and Equity in a Post-Pandemic World

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Designing Authentic Online Courses Intra- and Post-Pandemic

Cited by 5 publications

References 0 publications

Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions

Re-imagining assessment in higher education: Creating alternative pathways for inclusive and democratic assessments in Zambian higher education institutions

What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review

Learning from Experience: Facilitating an Institution-Wide Reflection on the Recent Transition to Distance/Online Teaching and Learning

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