| dc.contributor.author | Fisher, David | |
| dc.contributor.author | Solomons, Deon | |
| dc.contributor.author | Makhathini, Khayelihle Brian | |
| dc.date.accessioned | 2023-01-12T09:18:18Z | |
| dc.date.available | 2023-01-12T09:18:18Z | |
| dc.date.issued | 2022 | |
| dc.identifier.citation | Fisher, D. et al. (2022). Face-to-face versus online-based lectures: A covid-19 induced study on assessments. Frontiers in Education, 7, 1045311. :https://doi.org/10.3389/feduc.2022.1045311 | en_US |
| dc.identifier.issn | 2504-284X | |
| dc.identifier.uri | https://doi.org/10.3389/feduc.2022.1045311 | |
| dc.identifier.uri | http://hdl.handle.net/10566/8303 | |
| dc.description.abstract | There is much debate regarding the impact of COVID-induced
lockdown on the standard of assessments, mainly since students were assessed
at home via an online assessment platform. Regular orthodox lectures and
assessments were carried out during the first term, while the strictly enforced
South African COVID lockdown warranted that 2nd term lectures and
assessments were based online. This created the fortunate control conditions
to statistically compare orthodox face-to-face with online-home-based
assessments. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Frontiers Media | en_US |
| dc.subject | Blended learning | en_US |
| dc.subject | E-learning | en_US |
| dc.subject | iKamva | en_US |
| dc.subject | Covid-19 | en_US |
| dc.subject | National lockdown | en_US |
| dc.title | Face-to-face versus online-based lectures: A covid-19 induced study on assessments | en_US |
| dc.type | Article | en_US |
