Abstract:
Closed campuses, working remotely, and physical distancing have changed the way we work, teach, learn, shop, attend conferences, and interact with family and friends. But the Covid-19 pandemic has not changed what we know about creating high-end online education. Two decades of research has shown that online education often fails to fulfill its promise, and the emergency shift to remote instruction has, for many, justified their distrust and dislike of online learning. Low interactivity remains a widely recognized short-coming of current online offerings. Low interactivity results, in part, from many faculty not feeling comfortable being themselves online. The long-advocated for era of authentic assessments is needed now more than ever. Finally, greater support is needed for both underrepresented students and for faculty to move beyond basic online instruction to create a strong continuum of care between the teaching and learning environment and the student support infrastructure. For those who have been long-term champions of online education, it has never been more important to confront the three biggest challenges that continue to haunt online education – interactivity, authenticity, and support. Only by confronting these challenges squarely can instructors, educational developers, and their institutions take huge steps towards better online instruction in the midst of a pandemic and make widespread, high-quality online education permanently part of the “new normal.”
Table of ContentsEditorialLearning assessment in open, distance and flexible educationHTML PDFInés Gil-Jaurena195-196
Research and innovative practice articles on Learning assessment in open, distance and flexible education
Reflections on assessment in Open Distance Learning (ODL): the case of the University of South Africa (UNISA)PDFMoeketsi Letseka, Victor Pitsoe197-206
Assessment in Open and Distance Learning System (ODL): A ChallengePDFS. V. S. Chaudhary, Niradhar Dey207-216
Technologies for learner-centered feedbackPDFJane Costello, Daph Crane217-225
Community members’ interference and conduct of University distance learning examinations In South Eastern NigeriaPDFAnthony Odera Unamma227-237
Mastery of Course Learning Outcomes in ODL: A Case Study of the Pearson eCollege Learning Outcome ManagerPDFIshan Sudeera Abeywardena239-248
Innovative practice articles
Mobile technology: implications of its application on learningPDFSamuel Adesola Adeyemo, Gloria Olusola Adedoja, Omobola Adelore249-254
Software reviews
theCN.com: An Academic-cum-Social Networking Online PlatformPDFMandar Lakshmikant Bhanushe255-258
Full issueOpen Praxis, volumen 5 issue 3PDF 193-258