Global Perceptions of Faculties on Virtual Programme Delivery and Assessment in Higher Education Institutions During the 2020 COVID-19 Pandemic

Abstract

Amidst the outbreak of COVID-19 worldwide, virtually all national governments declared a “lockdown” of all institutions in a bid to curtail its spread. This posed serious challenges to programme delivery and assessment in Higher Education Institutions (HEIs), with foreseeable long and short-term consequences. This study investigated the effectiveness of virtual programme delivery and assessment in Higher Education Institutions (HEIs) during the COVID-19 (Corona Virus) pandemic, from a global perspective. The study assesses the success rate of virtual teaching and learning via various online platforms that were set up to make up for time lost due to the unanticipated global HEIs closure. Organisational Change Theory was used to inform the study, within the confines of simple qualitative research approach. Data were collected using interview while participants were selected through convenience sampling technique via online platforms such as the reputable online academic community, email, WhatsApp, and the UNESCO website. Data were analysed using thematic analysis. The findings revealed disparities in responses to virtual learning across HEIs and national contexts. Training and re-training of lecturers and students, and the provision of virtual learning enabling infrastructure, were recommended to mitigate similar situation in future.

Supporting Learner Success: Revisiting Strategic Competence Through Developing an Inventory for Computer-Assisted Speaking Assessment

“…Some researchers (e.g., Booth, 2019 ) have anticipated CALA as an inevitable and irreversible trend in L2 assessment, which indicates the future of this field due to its advantages, including the individualized test process and simplified test administration. On the other hand, the on-going spread of COVID-19 has further facilitated this trend after online learning and online assessment have been acknowledged as an effective means to normalize the delivery of teaching and learning in challenging situations caused by natural disasters (Sasere and Makhasane, 2020 ). Based on a review of approximately 300 studies spanning 2002–2018 that examined the mainstream assessment tools in computer-assisted language learning, Bahari ( 2020 ) pointed out that CALA is moving toward integrated language skills assessment.…”

“…In actuality, the rapid advance of computer technology and unexpected natural disasters that limit physical contact such as the COVID-19 pandemic have made computer-assisted L2 assessment (CALA) pervasive in L2 learning and teaching at various levels, particularly at the tertiary level (Zhang and Qin, 2018;Qin and Zhang, 2019;Sasere and Makhasane, 2020). As one form of CALA, the CAIST integrates multiple language skills (e.g., reading, listening and speaking) to replicate the authentic language use tasks for evaluating learners' ability to deal with daily language use activities.…”

Post-Digital World, Pandemic and Higher Education

“…Digital learning fits almost perfectly into the notion of modern learning: "The MOOCs revolution promises to open up school-level and higher education by providing accessible, flexible, affordable courses, using a range of platforms. <…> Open education brings opportunities for innovation and exploration of new learning models and practices" (Peters, 2017;Saser & Makhasane, 2020).…”

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“…In the same vein, García-Peñalvo et al ( 2020 ) suggested introduction, training, and support of teaching staff and students to work on different assessment tasks, in addition to changes in departmental policy. The importance of training was also echoed in Sasere and Makhasane’s ( 2020 ) study recommendations, in which they investigated HE virtual teaching delivery and assessment during the COVID-19 pandemic.…”