Does Delivery Method Matter for Multicultural Undergraduate Students? A Case Study of an Australian University in the United Arab Emirates

Hysaj, Ajrina; Hamam, Doaa

doi:10.1007/978-3-030-49576-3_39

Cited by 8 publications

(1 citation statement)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Development of critical thinking is not only crucial in higher education but it is essential in all aspects of life. Assessment tasks generally evaluate critical thinking when addressing the variety of solutions provided by students, as well their logicality and the coherence of writing (Şendağ and Odabaşı, 2009 ; Sharov et al, 2019 ; Hysaj and Hamam, 2020 ). Educators in higher education facilitate the process of developing critical thinking through problem-solution assessment tasks, group work assessment tasks (Gleason et al, 2011 ; Lee et al, 2020 ) that improve students’ cultural knowledge, as well as through lectures and tutorials that challenge students understanding of given topics through addressing possible bias (Lombard and Grosser, 2008 ).…”

Section: Introductionmentioning

confidence: 99%

‘e’-thinking teaching and assessment to uphold academic integrity: lessons learned from emergency distance learning

et al. 2021

Self Cite

View full text Add to dashboard Cite

Covid-19 pandemic had an impact on many day-to-day activities but one of the biggest collateral impacts was felt by the education sector. The nature and the complexity of higher education is such that no matter how prepared we are as faculty, how planned our teaching and assessments, faculty are all too aware of the adjustments that have to be made to course plans, assessments designed, content delivery strategies and so on once classes begin. Faculties find themselves changing, modifying and deviating from original plans to ensure accessibility and inclusiveness, this may be due to a variety of reasons such as student abilities, behaviour, disturbances and even outside factors that may be political, environmental, social etc. Majority of the time, faculty are prepared for the change that needs to be incorporated and are quick to adjust. However, no one expected the disruption to education that was caused by COVID19 pandemic. The world came to a standstill while schools and universities scrambled to push learning to the digital space. It was important to try to ensure continuity of learning for students, but the issue of integrity came to the forefront by summertime. Faculties were suddenly expected to restructure their lessons, delivery, teaching and assessing digitally, at the same time ensuring and upholding integrity of the concepts taught and assessed. This has neither been easy or straightforward because the situation was unprecedented with little or no prior documentation or guidelines to help. Recognising this gap, this paper is an attempt at providing exploratory findings from authors’ experiences in their respective institutions over the ensuing months. The paper attempts to record the changes made by the faculty and colleagues to lessons and assessments with particular focus on how technology has been used to help restructure classes, deliver lessons and assess students which have aided in minimizing the likelihood of students cheating. The paper further narrates the reflective changes that were made in response to experience, student/external examiners feedback etc.

show abstract