Online Student-Centered Learning and Assessment During the COVID-19 Pandemic Through Perspectives of Higher Education Teachers and Students
Keywords:
Online Learning, Online Learning Assessment, Learner-Centered LearningAbstract
This study aimed to 1) analyze student-centered learning and assessment of higher education teachers and students during the COVID-19 pandemic as well as their ability to meet learning objectives, and 2) compare the online learning efficiency of students with four psychological attributes, consisting of student-teacher engagement, online learning characteristics, self-directed learning, and self-assessment. The sample included 1,409 university students and 274 teachers. The research instrument was a student-centered online learning and assessment scale. Data were analyzed via descriptive statistics and a chi-squared test. The results revealed that the sample struggled with unstable Internet or WIFI connection, a lack of technological devices, and ineffective performance in learning. While students perceived themselves as being able to self-learn, teachers primarily used lectures on online platforms. Along with attendance, students perceived that teacher used testing for assessment, while teachers used task assignments. Compared to a traditional classroom, students also believed that their knowledge and skills acquired through online learning were lower, while their attribute was maintained. Students with a high level of the four psychological attributes indicated a better perception of online learning efficiency at the .05 level of significance.
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