Article Sidebar

Submitted
Mar 12, 2021
Accepted
May 11, 2022
Published
Aug 19, 2022
Download
PDF
Statistic
Read Counter : 1308 Download : 23757

Main Article Content

Abstract

The COVID-19 pandemic has forced schools to close and shift to remote education. However, this might create new challenges, as students might have poor self-directed learning skills to keep up with the learning process from home. Although many studies have focused on remote education during said pandemic, there is limited information on the strategies implemented to support and encourage self-directed learning and assessment. Therefore, in this study – focusing on a case in China – focus group interviews were conducted to collect data from different stakeholders on the implemented self-directed learning strategies during the COVID-19 pandemic. The results might help different education stakeholders in future to effectively maintain education in crises, leading to better learning outcomes.

Keywords

Self-Directed Learning Assessment Crisis Covid-19 Online Learning

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Tlili, A., Burgos, D., Olivier, J., & Huang, R. (2022). Self-directed learning and assessment in a crisis context: the COVID-19 pandemic as a case study. Journal of E-Learning and Knowledge Society, 18(2), 1-10. https://doi.org/10.20368/1971-8829/1135475

References

  1. Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and challenges of using e-assessment. International Journal of Information and Education Technology, 8(1), 34-37.
  2. Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4:1–13. https://doi.org/10.3389/feduc.2019.00087
  3. Appiah, M., & Van Tonder, F. (2018). E-Assessment in Higher Education: A review. International Journal of Business Management & Economic Research, 9(6), 1454-1460.
  4. Asamoah, M. K. (2020). Reflections and refractions on Sakai/Moodle learning management system in developing countries: A case of Ghanaian universities’ demand and supply perspective analyses. African Journal of Science, Technology, Innovation and Development, 12(2), 243-259.
  5. Assessment for Learning (n.d.), Strategies to enhance student self-assessment. https://www.assessmentforlearning.edu.au/professional_learning/student_self-assessment/student_strategies_enhance.html
  6. Bakkabulindi, F. E. K. (2015). Positivism and interpretivism: Distinguishing characteristics, criteria and methodology. In C. Okeke, & M. van Wyk (Eds.), Educational research: An African approach (pp. 19–38). Oxford University Press.
  7. Boud, D. (2013). Enhancing learning through self-assessment. Routledge.
  8. British Educational Research Association. (2011). Ethical guidelines for educational research. https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2011
  9. Brockett, R. G., & Hiemstra, R. (2019). Self-direction in adult learning: Perspectives on theory, research and practice. Routledge.
  10. Burgos, D., & Van Nimwegen, C. (2009). Games-based learning. Destination feedback and adaptation: a case study of an educational planning simulation. In T. M. Connolly, M. H. Stansfield, & L. Boyle (Eds.), Games-based learning advancements for multi-sensory human computer interfaces (pp. 1048-1059). IGI Global.
  11. Cakiroglu, U., Erdogdu, F., Kokoc, M., & Atabay, M. (2017). Students’ Preferences in Online Assessment Process: Influences on Academic Performances. Turkish Online Journal of Distance Education, 18(1), 132-142.
  12. Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 121(5/6). https://www.emerald.com/insight/content/doi/10.1108/ILS-04-2020-0114/full/pdf
  13. Carver-Thomas, D., & Darling-Hammond, L. (2019). The trouble with teacher turnover: How teacher attrition affects students and schools. Education Policy Analysis Archives, 27(36), 1-32, https://doi.org/10.14507/epaa.27.3699
  14. Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer.
  15. Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online Learning Readiness among University Students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 46-58. https://files.eric.ed.gov/fulltext/EJ1267359.pdf
  16. Costa, A. L., & Kallick, B. (2004). Assessment strategies for self-directed learning. Sage.
  17. Du Toit-Brits, C. (2021). The influence of the learning environment on promoting self-directed learning. In E. Mentz, D. Laubscher & J. Olivier (Eds.), Self-Directed Learning: An imperative for education in a complex society (pp. 25-44). AOSIS. https://doi.org/10.4102/aosis.2021.BK279.02
  18. García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2020). Online assessment in higher education in the time of COVID-19. Education in the Knowledge Society, 21. https://doi.org/10.14201/eks.23013
  19. Garrison, D. R. (1992). Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues. Adult Education Quarterly, 42(3), 136-148.
  20. Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. Jossey-Bass.
  21. Guerrero-Roldán, A. E., & Noguera, I. (2018). A model for aligning assessment with competences and learning activities in online courses. The Internet and Higher Education, 38, 36-46.
  22. Guglielmino, L. M. (1977). Development of the self-directed learning readiness scale [PhD thesis]. University of Georgia.
  23. Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological Impacts of Students on Online Learning During the Pandemic COVID-19. KONSELI: Jurnal Bimbingan dan Konseling, 7(1), 53-60.
  24. Kaur, K. (2020). Incorporating immediate feedback in formative learning checks using H5P. Pacific Journal of Technology Enhanced Learning, 2(1), 34-34.
  25. Khan, R. A., & Jawaid, M. (2020). Technology enhanced assessment (TEA) in COVID 19 Pandemic. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S108.
  26. Kitzinger, J. (1995). Introducing focus groups. British Medical Journal, 311(7000), 299-302. https://doi.org/10.1136/bmj.311.7000.299
  27. Knowles, M. S. (1975). Self-Directed Learning: A Guide for Learners and Teachers. Follett.
  28. Lee, K., Tsai, P. S., Chai, C. S., & Koh, J. H. L. (2014). Students’ perceptions of self‐directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30(5), 425-437.
  29. Liu, X., Li, L., & Zhang, Z. (2018). Small group discussion as a key component in online assessment training for enhanced student learning in web-based peer assessment. Assessment & Evaluation in Higher Education, 43(2), 207-222.
  30. Lubbe, A. & Mentz, E. (2021). Self-directed learning-oriented assessment and assessment literacy: Essential for 21st century learning. In E. Mentz & A. Lubbe (Eds.), Learning through assessment: An approach towards Self-Directed Learning. (pp. 1–25). AOSIS. https://doi.org/10.4102/aosis.2021.BK280.01
  31. McKernan, B., Martey, R.M., Stromer-Galley, J., Kenski, K., Clegg, B.A., Folkestad, J.E., Rhodes, M.G., Shaw, A., Saulnier, E.T. and Strzalkowski, T. (2015). We don’t need no stinkin’badges: The impact of reward features and feeling rewarded in educational games. Computers in Human Behavior, 45, 299-306.
  32. Mohamadi, Z. (2018). Comparative effect of online summative and formative assessment on EFL student writing ability. Studies in Educational Evaluation, 59, 29-40.
  33. Mora, N., Caballe, S., & Daradoumis, T. (2016). Providing a multi-fold assessment framework to virtualized collaborative learning in support for engineering education. International Journal of Emerging Technologies in Learning (iJET), 11(07), 41-51.
  34. Moscinska, K., & Rutkowski, J. (2018). Effective computer-assisted assessment: Challenges and solutions. In 2018 IEEE Global Engineering Education Conference (EDUCON), April (pp. 969-978). IEEE.
  35. Okada, A., Whitelock, D., Holmes, W., & Edwards, C. (2019). e‐Authentication for online assessment: A mixed‐method study. British Journal of Educational Technology, 50(2), 861-875.
  36. Owolabi, J. O. (2020). Virtualising the School During COVID-19 and Beyond in Africa: Infrastructure, Pedagogy, Resources, Assessment, Quality Assurance, Student Support System. Technology, Culture and Best Practices, Advances in Medical Education and Practice, 11, 755-759.
  37. Pan, X., & Shao, H. (2020). Teacher online feedback and learning motivation: Learning engagement as a mediator. Social Behavior and Personality: An International Journal, 48(6), 1-10.
  38. Regan, J. A. (2003). Motivating students towards self-directed learning. Nurse Education Today, 23(8), 593-599.
  39. Reschly, A. L. (2020). Dropout Prevention and Student Engagement. In A. Reschly, A. Pohl, & S. Christenson (Eds.), Student Engagement (pp. 31-54). Springer. https://doi.org/10.1007/978-3-030-37285-9_2
  40. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860.
  41. Seifert, T., & Feliks, O. (2019). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169-185.
  42. Sheykhjan, T. M. (2017). Internet Research Ethics: Digital Citizenship Education. https://files.eric.ed.gov/fulltext/ED586165.pdf
  43. Singh, D. K. (2020). Self-directed learning strategy as the need of the hour during COVID-19 pandemic. In R. Sarkar (Ed.), Education in the 21st century: emerging issues and the way forward. Namya.
  44. Van der Walt, H. (2016). The feasibility of grafting self-directed learning theory onto capability theory. In E. Mentz & I. Oosthuizen (Eds.), Self-directed learning research. (pp. 1-34). AOSIS. http://dx.doi.org/10.4102/aosis.2016.sdlr14.01
  45. Van Nimwegen, C. C., Burgos, D., Van Oostendorp, H. H., & Schijf, H. H. (2006). The paradox of the assisted user: guidance can be counterproductive. In Proceedings of the SIGCHI conference on human factors in computing systems, April (pp. 917-926). https://doi.org/10.1145/1124772.1124908
  46. Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224-238.
  47. Yassine, S., Kadry, S., & Sicilia, M. A. (2016). A framework for learning analytics in Moodle for assessing course outcomes. In 2016 IEEE Global Engineering Education Conference (EDUCON), April (pp. 261-266). IEEE.
  48. Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68, 2073-2093. https://doi.org/10.1007/s11423-020-09747-8
  49. Zhu, X., & Liu, J. (2020). Education in and After Covid-19: Immediate Responses and Long-Term Visions. Postdigital Science and Education, 2, 695-699. https://doi.org/10.1007/s42438-020-00126-3
  50. Zuo, L., Dillman, D., & Miller Juve, A. (2020). Learning at‐home during COVID‐19: A multi‐institutional virtual learning collaboration. Medical Education. https://doi.org/10.1111/medu.14194