Evaluating pre and post COVID 19 learning: An empirical study of learners' perception in higher education

Sharma, Atul; Alvi, Irum

doi:10.1007/s10639-021-10521-3

Cited by 48 publications

(38 citation statements)

References 29 publications

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“…The Covid-19 pandemic has affected aspects around the world, including education. It has influenced over 90% students globally (Sharma, A., & Alvi, I., 2021). Schools have been currently facing a completely new and unexpected situation, catching students, teachers and parents unprepared.…”

Section: Introductionmentioning

confidence: 99%

A sudden shifting: Students’, teachers’, and parents’ adaptation during and after Covid-19 learning

2022

pegegog

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The Covid-19 pandemic has affected different aspects around the globe, including education. This condition has initiated a sudden shift in teaching and learning model applied at school, from offline into fully online, then shifted into hybrid and offline learning. This sudden shift on teaching and learning model surely influenced not only the students, but also teachers and parents. The specific impact to mention was unprepared and appalling psychological and physical condition. Therefore, an in-depth qualitative case study method was carried out with an objective to analyze students' , teachers' and parents' views and perceptions towards the learning during and after pandemic. An open-ended questionnaire and a follow-up interview were used to collect data from 34 participants. The collected data was then evaluated and categorized, after which the categories were identified and interpreted. The results showed that there are several implications for students' , teachers' , and parents' adaptation toward the sudden shift of teaching and learning methodologies. Furthermore, it is also confirmed that in terms of physical readiness teachers and parents tended to encounter more challenges compared to the students. Meanwhile in terms of psychological readiness three of them seemed to meet a similar amount of challenges. Nevertheless, these challenges did not seem to reduce their overall perception of the learning adaptation.

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Section: Introductionmentioning

confidence: 99%

A sudden shifting: Students’, teachers’, and parents’ adaptation during and after Covid-19 learning

2022

pegegog

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“…The COVID-19 pandemic has forced both teachers and students to modify their academic activities, among which is the evaluation of the knowledge acquired by the student. Some studies indicate that the acceptance of the new methodologies has been correct in different countries [11][12][13]. Results obtained in this study showed that students preferred the online format exam at home using the Respondus Lockdown Browser system (Modality 1), regardless of the type of exam and the gender of the student.…”

Section: Discussionmentioning

confidence: 68%

Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams

2021

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The World Health Organization (WHO) officially declared the novel coronavirus (COVID-19) as a pandemic on 11 March 2020, and educational institutions have had to modify most of their activities (face-to-face activities were suspended). This situation forced academic institutions to modify the evaluation format of students. The use of proctoring systems quickly became widespread, although some controversies arose. The two main discussions regarding these systems are the integrity of the assessment and the capacity of the students to adapt to this new assessment method, without changes in theirs scores. To elucidate two controversies, we have analyzed the preferences and the scores obtained from a trial of 660 scores from 332 students of the third grade of Veterinary Medicine. The experiment involved three modalities of exam: an online format from home using the Respondus Lockdown Browser system (Modality 1), online in person using the Respondus Lockdown Browser system with the supervision of a teacher (Modality 2), or paper format in person with the supervision of a teacher (Modality 3). The results obtained showed that the students preferred Modality 1 (online at home with Respondus Lockdown Browser system). No statistical differences between the scores obtained by students were found between the three modalities analyzed. The proctoring system is a good method to adjudicate exams in higher education institutions, and the scores of students are similar to those obtained through traditional evaluation and control systems.

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“…Our findings are consistent with Gupta’s [ 23 ] findings based on the Indian context. The findings of this research make meaningful contributions to theory and practice–given the importance of information technology for education [ 27 , 48 ], and medical education in particular [ 4 , 5 ].…”

Section: Discussionmentioning

confidence: 99%

Medical Students’ Online Learning Perceptions, Online Learning Readiness, and Learning Outcomes during COVID-19: The Moderating Role of Teacher’s Readiness to Teach Online

Sarfraz¹,

Hussain

Shahid

et al. 2022

IJERPH

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This study determined the direct and indirect effects of medical students’ online learning perceptions on learning outcomes via their readiness for online learning. It also determined the moderating effect of teachers’ online teaching readiness on medical students’ online learning perceptions and learning outcomes. We apply the theoretical lens of self-determination theory and constructivist theory to formulate hypotheses. We used self-administered and postal survey methods to collect data from fourth and fifth-year medical students on online learning perceptions, readiness for online learning, and learning outcomes in two waves. We also collected data from the teachers about their perceptions of online teaching readiness. We received 517 usable students’ responses (Level-1) and 88 usable teachers’ responses (Level-2). We tested Level-1 hypotheses about direct and indirect effects in Analysis of Moment Structures (AMOS), and a Level-2 hypothesis about moderating effect was tested using Hierarchical Linear Modeling (HLM). The results for the Level-1 hypotheses supported the positive effects of students’ online learning perceptions and readiness for online learning on learning outcomes. Student readiness for online learning significantly mediated the relationship between online learning perceptions and learning outcomes. HLM results also supported a moderating effect of teachers’ online teaching readiness on medical students’ online learning perceptions and learning outcomes in such a way that learning outcomes were high when students’ online learning perceptions and teachers’ online teaching readiness were high. Based on the study’s findings, we offer contributions to theory and practice.

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Evaluating pre and post COVID 19 learning: An empirical study of learners' perception in higher education

Cited by 48 publications

References 29 publications

A sudden shifting: Students’, teachers’, and parents’ adaptation during and after Covid-19 learning

A sudden shifting: Students’, teachers’, and parents’ adaptation during and after Covid-19 learning

Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-exams

Medical Students’ Online Learning Perceptions, Online Learning Readiness, and Learning Outcomes during COVID-19: The Moderating Role of Teacher’s Readiness to Teach Online

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