| dc.contributor.author | Fisher, D | |
| dc.date.accessioned | 2023-03-22T09:55:29Z | |
| dc.date.available | 2023-03-22T09:55:29Z | |
| dc.date.issued | 2022 | |
| dc.identifier.citation | Fisher, D., Solomons, D., Makhathini, K.B., 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 | http://hdl.handle.net/10566/8645 | |
| dc.description.abstract | The students were found to be resilient in adapting to things
and learning, online presentations, and computer-based assessments. No
gender-based difference or advantage to adjusting to newly introduced
blended learning and concomitant changes in learning assessment strategies
was found. The online-home-based assessments proved to incentivize prior
learning and preparation for assessments by implementing strict time limits or
assessments and randomizing the selections of questions and respective (MCQ)
answer choices. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Frontiers in Education | en_US |
| dc.subject | blended learning | en_US |
| dc.subject | e-learning | en_US |
| dc.subject | assessment strategies | en_US |
| dc.subject | iKamva | en_US |
| dc.subject | home-based online assessments | 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 |
