Face-to-face versus online-based lectures: A COVID-19 induced study on assessments
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.