A Review and Reflection on Online Learning and Assessments in Higher Education after the Pandemic
Abstract
The 2020 COVID-19 pandemic has pushed many higher education institutions to deliver courses using online mode due to the movement restrictions. However, many academicians were under-prepared. Now that the pandemic is over, it is time to reflect on these online teaching practices and consider their suitability and sustainability in this post-pandemic era. This study used a case study approach and examined blended and hybrid learning and online assessments and their use in higher education institutions. It adopted a crowdsourcing approach to gather the relevant literature and was backed by the reflection and experience of the academicians in a branch campus of an Australian university in Malaysia. This study suggests that academicians could still use blended and hybrid learning as an alternative but must upskill themselves. Furthermore, selective online assessments could still be used. This study would be helpful to academicians and policymakers in higher education when deciding the teaching mode and assessments in the post-pandemic era.
References
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Batista-Toledo, S., & Gavilan, D. (2023). Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach. Mathematics, 11(3), 749. https://doi.org/10.3390/math11030749
Bertram, B. (1999). Education online: Learning anywhere, any time. Journal of Adolescent & Adult Literacy, 42(8), 662-665.
Binnewies, S., & Wang, Z. (2019). Challenges of student equity and engagement in a HyFlex course. In C. N. Allan, C. Campbell, & J. Crough (Eds.), Blended Learning Designs in STEM Higher Education (pp. 209–230). Springer. https://doi.org/10.1007/978-981-13-6982-7_12
Chisadza, C., Clance, M., Mthembu, T., Nicholls, N. & Titbarek, E. (2021). Online and face-to-face learning: Evidence from students' performance during the Covid-19 pandemic. African Development Review, 33(S1), 114-125. https://doi.org/10.1111/1467-8268.12520
Dangwal, K. L. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129-136. https://eric.ed.gov/?id=EJ1124666
Detyna, M., Sanchez-Pizani, R., Giampietro, V., Dommett, E. J., & Dyer, K. (2023). Hybrid flexible (HyFlex) teaching and learning: Climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic. Learning Environments Research, 26, 145–159. https://doi.org/10.1007/s10984-022-09408-y
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of computing in higher education, 30, 452-465. https://doi.org/10.1007/s12528-018-9179-z
Fung, C. Y., Su, S. I., Perry, E., & Garcia, M. B. (2022). Development of a socioeconomic inclusive assessments framework for online education in higher education. In Garcia, M.B. (ed). Socioeconomic Inclusion during an Era of Online Education. IGI Global Publishing. 23-46. http://dx.doi.org/10.4018/978-1-6684-4364-4.ch002
Gamage, K. A., Jeyachandran, K., Dehideniya, S. C., Lambert, C. G., & Rennie, A. E. (2023). Online and hybrid teaching effects on graduate attributes: Opportunity or cause for concern?. Education Sciences, 13(2), 221. https://doi.org/10.3390/educsci13020221
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29(2), 75–91.
Gunasekara, A., Turner, K., Fung, C. Y., & Stough, C. (2022). Impact of lecturers' emotional intelligence on students' learning and engagement in remote learning spaces: A cross-cultural study. Australasian Journal of Educational Technology. 38(4), 112-126. https://doi.org/10.14742/ajet.7848
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hockly, N. (2018). Blended learning. Elt Journal, 72(1), 97-101. https://doi.org/10.1093/elt/ccx058
Hong, S., Go, B., Rho, J., An, S., Lim, C., Seo, D. G., & Ihm, J. (2023). Effects of a blended design of closed-book and open-book examinations on dental students' anxiety and performance. BMC Medical Education, 23(1), 1-9. https://doi.org/10.1186/s12909-023-04014-9
Hrastinski, S. (2019). What do we mean by blended learning?. TechTrends, 63(5), 564-569. https://doi.org/10.1007/s11528-019-00375-5
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? undergraduates' opinions and test performance in classroom vs. online learning. Front. Psychol, 5, 1278. https://doi.org/10.3389/fpsyg.2014.01278
Khan, S., & Khan, R.A. (2019). Online assessments: Exploring perspectives of university students. Educ Inf Technol, 24, 661–677. https://doi.org/10.1007/s10639-018-9797-0
Kohnke, L., & Moorhouse, B. L. (2021). Adopting HyFlex in higher education in response to COVID-19: students' perspectives. Open Learning: The Journal of Open, Distance and e-Learning, 36(3), 231-244. https://doi.org/10.1080/02680513.2021.1906641
Lim, W. M., Chin, M. W. C., Ee, Y. S., Fung, C. Y., Giang, C. S., Heng, K. S., Kong, M. L. F., Lim, A. S. S., Lim, B. C. Y., Lim, R. T. H., Lim, T. Y., Ling, C. C., Mandrinos, S., Nwobodo, S., Phang, C. Su. C., She, L., Sim, C. H., Su, S. I., Wee, G. W. En., & Weissmann, M. A. (2022). What is at stake in a war? A prospective evaluation of the Ukraine and Russia conflict for business and society. Global Business and Organizational Excellence, 1–14. https://doi.org/10.1002/joe.22162
Meydanlioglu, A., & Arikan, F. (2014). Effect of hybrid learning in higher education. International Journal of Information and Communication Engineering, 8(5), 1292-1295.
Muhria, L., Supriatna, N., & Nurfirdaus, N. (2023). Students' challenges of blended learning model in higher education. Journal Corner of Education, Linguistics, and Literature, 2(3), 223-233. https://doi.org/10.54012/jcell.v2i3.123
Müller, A. M., Goh, C., Lim, L. Z., & Gao, X. (2021). Covid-19 emergency elearning and beyond: Experiences and perspectives of university educators. Education Sciences, 11(1), 19. https://doi.org/10.3390/educsci11010019
Nebrida, J., & Bangud, A. (2022). Challenges in hybrid teaching amidst pandemic: The proposed model. Journal of Engineering Research and Reports, 22(9), 51-64. https://doi.org/10.9734/JERR/2022/v22i917564
Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computers Science, https://doi.org/10.3389/fcomp.2019.00007
Pikoos, T. D., Buzwell, S., Sharp, G., & Rossell, S. L. (2021). The Zoom effect: exploring the impact of video calling on appearance dissatisfaction and interest in aesthetic treatment during the COVID-19 pandemic. Aesthetic Surgery Journal, 41(12), NP2066-NP2075.
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23, 269-290. https://doi.org/10.1007/s10984-019-09303-z
Robinson, L. A. (2005). Consumers of online instruction. Issues in Information Systems, 6(1), 170-175. https://doi.org/10.48009/1_iis_2005_170-175
Roval, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. Int. Rev. Res. Open Dist. Learn, 5(2), https://doi.org/10.19173/irrodl.v5i2.192
Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: comparing students and employers' perceptions. Studies in Higher Education, 45(9), 1834-1847. https://doi.org/10.1080/03075079.2019.1585420
United Nations Children's Fund (UNICEF) & United Nations Educational, Scientific and Cultural Organization (UNESCO). (2021). Situation analysis on the effects of and responses to Covid-19 on the education sector in Southeast Asia: Sub-regional report. https://www.unicef.org/eap/media/9316/file/Southeast%20Asia%20Situation%20Analysis%20of%20the%20Impacts%20of%20COVID-19%20on%20Education.pdf
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396
Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and Higher Education, 6(1), 77-90. https://doi.org/10.1016/S1096-7516(02)00164-1
Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309–328.
Williams, J. B., & Wong, A. (2009). The efficacy of final examinations: A comparative study of closed‐book, invigilated exams and open‐book, open‐web exams. British Journal of Educational Technology, 40(2), 227-236. https://doi.org/10.1111/j.1467-8535.2008.00929.x
Woldeab, D., & Brothen, T. (2019). 21st century assessment: Online proctoring, test anxiety, and student performance. International Journal of E-Learning & Distance Education, 34(1), 1-10. https://www.ijede.ca/index.php/jde/article/view/1106
Yin, R. (2017). Case study research and applications (6th ed.). Sage.
Baleni Z. (2015). Online formative assessment in higher education: Its pros and cons. The Electronic Journal of e-Learning, 13(4), 228-236. https://academic-publishing.org/index.php/ejel/article/view/1730
Batista-Toledo, S., & Gavilan, D. (2023). Student Experience, Satisfaction and Commitment in Blended Learning: A Structural Equation Modelling Approach. Mathematics, 11(3), 749. https://doi.org/10.3390/math11030749
Bertram, B. (1999). Education online: Learning anywhere, any time. Journal of Adolescent & Adult Literacy, 42(8), 662-665.
Binnewies, S., & Wang, Z. (2019). Challenges of student equity and engagement in a HyFlex course. In C. N. Allan, C. Campbell, & J. Crough (Eds.), Blended Learning Designs in STEM Higher Education (pp. 209–230). Springer. https://doi.org/10.1007/978-981-13-6982-7_12
Chisadza, C., Clance, M., Mthembu, T., Nicholls, N. & Titbarek, E. (2021). Online and face-to-face learning: Evidence from students' performance during the Covid-19 pandemic. African Development Review, 33(S1), 114-125. https://doi.org/10.1111/1467-8268.12520
Dangwal, K. L. (2017). Blended learning: An innovative approach. Universal Journal of Educational Research, 5(1), 129-136. https://eric.ed.gov/?id=EJ1124666
Detyna, M., Sanchez-Pizani, R., Giampietro, V., Dommett, E. J., & Dyer, K. (2023). Hybrid flexible (HyFlex) teaching and learning: Climbing the mountain of implementation challenges for synchronous online and face-to-face seminars during a pandemic. Learning Environments Research, 26, 145–159. https://doi.org/10.1007/s10984-022-09408-y
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of computing in higher education, 30, 452-465. https://doi.org/10.1007/s12528-018-9179-z
Fung, C. Y., Su, S. I., Perry, E., & Garcia, M. B. (2022). Development of a socioeconomic inclusive assessments framework for online education in higher education. In Garcia, M.B. (ed). Socioeconomic Inclusion during an Era of Online Education. IGI Global Publishing. 23-46. http://dx.doi.org/10.4018/978-1-6684-4364-4.ch002
Gamage, K. A., Jeyachandran, K., Dehideniya, S. C., Lambert, C. G., & Rennie, A. E. (2023). Online and hybrid teaching effects on graduate attributes: Opportunity or cause for concern?. Education Sciences, 13(2), 221. https://doi.org/10.3390/educsci13020221
Gikandi, J. W., Morrow, D., & Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers & Education, 57(4), 2333–2351. https://doi.org/10.1016/j.compedu.2011.06.004
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29(2), 75–91.
Gunasekara, A., Turner, K., Fung, C. Y., & Stough, C. (2022). Impact of lecturers' emotional intelligence on students' learning and engagement in remote learning spaces: A cross-cultural study. Australasian Journal of Educational Technology. 38(4), 112-126. https://doi.org/10.14742/ajet.7848
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
Hockly, N. (2018). Blended learning. Elt Journal, 72(1), 97-101. https://doi.org/10.1093/elt/ccx058
Hong, S., Go, B., Rho, J., An, S., Lim, C., Seo, D. G., & Ihm, J. (2023). Effects of a blended design of closed-book and open-book examinations on dental students' anxiety and performance. BMC Medical Education, 23(1), 1-9. https://doi.org/10.1186/s12909-023-04014-9
Hrastinski, S. (2019). What do we mean by blended learning?. TechTrends, 63(5), 564-569. https://doi.org/10.1007/s11528-019-00375-5
Kemp, N., & Grieve, R. (2014). Face-to-face or face-to-screen? undergraduates' opinions and test performance in classroom vs. online learning. Front. Psychol, 5, 1278. https://doi.org/10.3389/fpsyg.2014.01278
Khan, S., & Khan, R.A. (2019). Online assessments: Exploring perspectives of university students. Educ Inf Technol, 24, 661–677. https://doi.org/10.1007/s10639-018-9797-0
Kohnke, L., & Moorhouse, B. L. (2021). Adopting HyFlex in higher education in response to COVID-19: students' perspectives. Open Learning: The Journal of Open, Distance and e-Learning, 36(3), 231-244. https://doi.org/10.1080/02680513.2021.1906641
Lim, W. M., Chin, M. W. C., Ee, Y. S., Fung, C. Y., Giang, C. S., Heng, K. S., Kong, M. L. F., Lim, A. S. S., Lim, B. C. Y., Lim, R. T. H., Lim, T. Y., Ling, C. C., Mandrinos, S., Nwobodo, S., Phang, C. Su. C., She, L., Sim, C. H., Su, S. I., Wee, G. W. En., & Weissmann, M. A. (2022). What is at stake in a war? A prospective evaluation of the Ukraine and Russia conflict for business and society. Global Business and Organizational Excellence, 1–14. https://doi.org/10.1002/joe.22162
Meydanlioglu, A., & Arikan, F. (2014). Effect of hybrid learning in higher education. International Journal of Information and Communication Engineering, 8(5), 1292-1295.
Muhria, L., Supriatna, N., & Nurfirdaus, N. (2023). Students' challenges of blended learning model in higher education. Journal Corner of Education, Linguistics, and Literature, 2(3), 223-233. https://doi.org/10.54012/jcell.v2i3.123
Müller, A. M., Goh, C., Lim, L. Z., & Gao, X. (2021). Covid-19 emergency elearning and beyond: Experiences and perspectives of university educators. Education Sciences, 11(1), 19. https://doi.org/10.3390/educsci11010019
Nebrida, J., & Bangud, A. (2022). Challenges in hybrid teaching amidst pandemic: The proposed model. Journal of Engineering Research and Reports, 22(9), 51-64. https://doi.org/10.9734/JERR/2022/v22i917564
Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computers Science, https://doi.org/10.3389/fcomp.2019.00007
Pikoos, T. D., Buzwell, S., Sharp, G., & Rossell, S. L. (2021). The Zoom effect: exploring the impact of video calling on appearance dissatisfaction and interest in aesthetic treatment during the COVID-19 pandemic. Aesthetic Surgery Journal, 41(12), NP2066-NP2075.
Raes, A., Detienne, L., Windey, I., & Depaepe, F. (2020). A systematic literature review on synchronous hybrid learning: gaps identified. Learning Environments Research, 23, 269-290. https://doi.org/10.1007/s10984-019-09303-z
Robinson, L. A. (2005). Consumers of online instruction. Issues in Information Systems, 6(1), 170-175. https://doi.org/10.48009/1_iis_2005_170-175
Roval, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. Int. Rev. Res. Open Dist. Learn, 5(2), https://doi.org/10.19173/irrodl.v5i2.192
Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: comparing students and employers' perceptions. Studies in Higher Education, 45(9), 1834-1847. https://doi.org/10.1080/03075079.2019.1585420
United Nations Children's Fund (UNICEF) & United Nations Educational, Scientific and Cultural Organization (UNESCO). (2021). Situation analysis on the effects of and responses to Covid-19 on the education sector in Southeast Asia: Sub-regional report. https://www.unicef.org/eap/media/9316/file/Southeast%20Asia%20Situation%20Analysis%20of%20the%20Impacts%20of%20COVID-19%20on%20Education.pdf
Villarroel, V., Bloxham, S., Bruna, D., Bruna, C., & Herrera-Seda, C. (2018). Authentic assessment: creating a blueprint for course design. Assessment & Evaluation in Higher Education, 43(5), 840-854. https://doi.org/10.1080/02602938.2017.1412396
Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: A case study. The Internet and Higher Education, 6(1), 77-90. https://doi.org/10.1016/S1096-7516(02)00164-1
Vonderwell, S., Liang, X., & Alderman, K. (2007). Asynchronous discussions and assessment in online learning. Journal of Research on Technology in Education, 39(3), 309–328.
Williams, J. B., & Wong, A. (2009). The efficacy of final examinations: A comparative study of closed‐book, invigilated exams and open‐book, open‐web exams. British Journal of Educational Technology, 40(2), 227-236. https://doi.org/10.1111/j.1467-8535.2008.00929.x
Woldeab, D., & Brothen, T. (2019). 21st century assessment: Online proctoring, test anxiety, and student performance. International Journal of E-Learning & Distance Education, 34(1), 1-10. https://www.ijede.ca/index.php/jde/article/view/1106
Yin, R. (2017). Case study research and applications (6th ed.). Sage.
Published
2023-10-31
How to Cite
YUAN FUNG, Chorng et al.
A Review and Reflection on Online Learning and Assessments in Higher Education after the Pandemic.
International Journal of Advanced Research in Education and Society, [S.l.], v. 5, n. 3, p. 394-405, oct. 2023.
ISSN 2682-8138.
Available at: <https://myjms.mohe.gov.my/index.php/ijares/article/view/24557>. Date accessed: 04 dec. 2024.
Section
English Section
