Students' Perspective on E-Learning Assessment Strategies in UK Higher Learning

STUDENTS' PERSPECTIVE ON E-LEARNING ASSESSMENT STRATEGIES
IN THE UK HIGHER LEARNING
By
Contents
Introduction 3 Research Background 3 Research Problem 5 Aim and Objectives 6 Research Questions 7 Research Significance 7 Literature Review 8 Introduction 8 Theoretical Framework 8 Literature Review 10 Assessments in higher learning 10 Perceptions Associated with E-Assessments 12 Types of Assessments 14 Conclusion 17 Methodology 19 Introduction 19 Research Philosophy 19 Research Method 19 Research Design 20 Research Population and Sampling 21 Data Collection 21 Data Analysis 22 Ethical Considerations 23 Limitations 23 References 25
Students' Perspective on E-Learning Assessment Strategies in UK Higher Learning
Introduction
Research Background
Technological advancements in the recent past have presented numerous opportunities to advance learning and teaching processes across all education levels. Among the changes influenced by technology has been the increased adoption of electronic learning (e-learning) as a strategic and, in some cases, primary means of delivering instructional material to students. According to Nie et al. (2020), the availability of advanced and affordable devices coupled with the increased penetration of internet technologies worldwide has led to a high demand for e-learning systems and strategies, especially in higher learning. The United Kingdom's education sector is among the global leaders in online education and e-learning services. Online education has grown in popularity in the country, with about 21% of British people engaged in online learning (Oxford Learning College, 2023). The impact of the COVID-19 pandemic that led to the closure of schools led to an increased appreciation of e-learning, and the changes that led to a surge of remote learning and teaching are likely to persist. According to De Freitas and Oliver (2005), numerous opportunities associated with e-learning have increased the support of such strategies in the education sector through policy changes, training and development of educators, and investment in the technological infrastructure required by both the government and the private sector. Manca and Ranieri (2016) established that the proliferation of e-learning in the UK and the European Union (EU) region is linked to educators' and scholars' positive attitudes and perspectives concerning its adoption in the conventional education system. Furthermore, technology developers are offering innovative solutions that support e-learning by addressing the challenges faced and improving on the existing technologies to offer a seamless experience comparable to that of a physical learning environment. Additionally, Al‐Qahtaniand Higgins (2013) highlights that educators and students have highlighted that e-learning is more effective in expanding the learning experience by increasing access to education, availability of a wide range of learning materials online, and improving communication and cooperation among different stakeholders.
Despite the proliferation of e-learning, various challenges are faced by learners and educators engaged in these platforms. According to Terenzini and Pascarella (1998), improving the quality of higher education is a substantial challenge due to the diversity and educational needs that emerge among students. These challenges have grown with the move to e-learning, which has demanded new pedagogies and assessment strategies. Huda (2020) describes e-assessments as computer-based testing systems that allow educators to gather data on the progress made by learners. Assessments are important in determining the teaching process's effectiveness and the learners' ability to grasp the instructional materials. Various assessments include pre-tests, group presentations, fieldwork, observations, homework, and regular examinations (Basera, 2019). Like traditional in-class assessments, e-assessments allow the instructors to evaluate the learners' performance. They are also structured to be diagnostic, summative, and formative assessments.
The use of e-assessments in e-learning strategies has presented substantial changes in how the assessments are developed, administered, and evaluated. According to Taifa (2022), e-learning is characterised by an increased focus on student-centred teaching practices, such as adaptive learning, that require a personalised approach to evaluating students to align their learning experience with the educational objectives. E-assessments have offered an opportunity to increase the number of students evaluated at a time through automated systems that reduce the workload in marking and compiling the outcomes. Nevertheless, such benefits have been realised where standardised multiple-choice questions (MCQs) are offered but are limited when pursuing a learner-centred approach where each student's needs are considered in delivering instructional material. Venkateswara (2020) noted that e-assessments are more desirable because students can take tests at their convenience. Nevertheless, it increases the opportunities for cheating because of limited supervision and the readily available information on the internet. Consequently, they can contribute to inequality in education and unfairness. According to Wongvorachan et al. (2022), e-assessments present pedagogical benefits that include immediate feedback to instructors and learners, enhancing the learning experience and quality of education. This paper proposes research that will explore the attitudes and perspectives that emerge among students concerning the use of e-assessments in UK higher learning institutions.
Research Problem
A growing volume of literature highlights the benefits and challenges associated with e-learning. The surge in e-learning experienced during the COVID-19 pandemic influenced a change that led to increased reliance on e-assessments in higher learning, including for students that were not engaged in online education programs in the past. While scholars have attempted to understand the perceptions and attitudes associated with e-assessment, there is a lack of good insights that highlight the current experiences following the COVID-19 pandemic. According to García-Peñalvo et al. 92020), online assessments trigger a wide range of problems for students that are different from those experienced in traditional assessment strategies. Consequently, the student's motivation to engage in online assessments is affected by different factors associated with their attitude and perceptions towards e-learning and the assessment offered. The motivation among students is also associated with the unfairness and malpractice that might emerge in e-assessments and their personal preferences, which vary substantially in the diverse population of learners in higher education. The teaching and learning strategies adopted during the COVID-19 pandemic have been sustained, which makes it imperative to address the gap in knowledge on the impact of e-assessments among students. The insights gathered can help improve e-assessments with the surge experienced in e-learning (Ngo, 2021)
While there are substantial insights from previous studies highlighting the perceptions and attitudes associated with e-assessments, there is a gap in knowledge in the experiences that emerged following the COVID-19 pandemic. Furthermore, recent studies dealing with pedagogical changes during and after the pandemic lack good insights focusing on e-assessment.
Aim and Objectives
This research will investigate the students' perspective of e-learning assessment in UK higher learning. This will be accomplished by addressing the following specific objectives:
* To determine the perceptions held by students towards the technology used in e-assessment.
* To determine the perceptions held by students towards the role played by instructors in e-assessment.
* To determine the perceptions held by students towards the different types of e-assessment.
Research Questions
The research questions addressed in this research will be aligned with the objectives as follows:
* What are the perceptions held by students towards the technology used in e-assessment?
* What are the perceptions held by students towards the role played by instructors in e-assessment?
* What are the perceptions held by students towards the different types of e-assessment?
Research Significance
With the increased acceptance of e-learning in delivering instructional material in higher learning, there is a need to adopt effective assessment strategies that can contribute to the student's performance and the quality of education. The insights gathered from this investigation will contribute to the growing body of literature and theory on how e-assessments post-COVID-19 can adequately meet educational standards and contribute to the quality of education. The information will help stakeholders in the education sector to formulate policies and make changes in curriculum and pedagogy that enhance how students are evaluated in e-learning and student-centred learning practices. The study will contribute to the student's experience in e-learning by considering their perceptions and attitudes in recommending how e-assessments should be done to meet their needs and requirements in the learning process.
Literature Review
Introduction
This chapter presents the study's theoretical framework and a critical review of previous studies. The insights gathered expound on the research problem and objectives and highlight the research gaps that justify pursuing the investigation.
Theoretical Framework
The proposed study will adopt a theoretical framework developed by Appiah and van Tonder (2018) based on insights emerging from different related studies on e-assessment. According to Appiah and van Tonder (2018), many scholars agree that e-assessments are credible if they are authentic, consistent, transparent, practical, accessible, timely, appropriate, and accurate. These factors are inherent in developing an e-assessment strategy that can enhance the quality of education in e-learning and meet the student's needs and requirements in the education process. The principles of e-assessment based on accounts from Appiah and van Tonder (2018) are discussed below:
Authentic. Appiah and van Tonder (2018) review that the authentic e-assessment is characterised by challenging for the student, sophisticated in reflecting on experiences in the real world, aligned with the development of skills required by the student in practically solving problems, and is important in advancing the teaching and learning experience. According to Hewson and Charlton (2019), the authenticity of e-assessment is linked to the validity of tests and the achievements made in ensuring sustained and enhanced quality of education.
Consistent. Consistency in e-assessment is achieved when the activity pursues the established learning outcomes and assessment criteria and is aligned with the educational and institutional policies for evaluating learners (Appiah and van Tonder, 2018). The e-assessment is also consistent when it reflects how traditional assessments are conducted by integrating different evaluation forms, tasks, and assessors. Therefore, consistency in e-assessments contributes to their reliability.
Transparent. According to Appiah and van Tonder (2018), transparency in e-assessments motivates learners to engage in the activity actively. Transparency increases equality and fairness in student evaluations. It is accomplished by adequately informing the learners and other stakeholders, such as instructors, about the policies and criteria of e-assessment. Al-Hattami (2020) highlights the need to communicate to the students the criteria employed in e-assessment before the activity commences. The information shared should be unambiguous to ensure they understand and meet their expectations. The transparent aspects are linked to consistency, which also contributes to fairness in the assessments.
Practicability. Appiah and van Tonder (2018) suggest that practicability alludes to the feasibility of e-assessments. It reflects on the time and costs of preparing and administering the assessments. Therefore, learning institutions that use e-assessment should have the necessary resources, including technology, expertise, and time to engage all learners in the activities effectively.
Accessible. The e-assessment tests should be accessible to all students. Majerník and Urbanská (2019) highlight that various approaches employed in e-learning allow students to access instructional material. Subsequently, similar approaches should be adopted in assessment strategies to ensure that students are familiar with and can engage in the activities. Furthermore, changes in the criteria should be communicated to the learners.
Timely. The information communicated to the learners should include the schedules for conducting the assessments. The instructors are responsible for upholding the students' expectations to ensure that the e-assessments activities are conducted on time and that all stakeholders are involved appropriately.
Appropriate and accurate. The content of the e-assessments should be aligned with instructional materials to ensure they are tested on what they have learned and what is necessary to improve their skills and knowledge.
Literature Review
Assessments in higher learning
Assessments are a fundamental component of the teaching and learning processes. The data gathered through assessments offer an opportunity to gauge students' abilities and justify their qualifications in the particular course. E-assessments entail using ICT to manage and deliver assessments that can be diagnostic, summative, or formative (Al-Hattami, 2020). The adoption of e-assessment presents a change associated with the alternative teaching and learning strategies implemented through e-learning. Akhmetshi et al. (2019) state that assessment in higher education is an important factor related to coursework and evaluating students as individuals or as a group. Insights from Heng and So (2021) show that adopting different assessment strategies in higher education has become a challenge, especially where practical assignments are part of the activities. From another perspective, Al-Hattami (2020) suggests that the new assessment strategies have enhanced the traditional evaluation methods by offering an opportunity to engage more students at their convenience. The use of automated systems in evaluation has also made it faster, allowing the students and educators to gain feedback that can be quickly implemented to improve learning and teaching experiences.
The trends emerging in higher education assessment strategies show that individual and group assessment contribute to academic achievements and educational goals to prepare learners for the competitive and dynamic modern work environment. Additionally, innovative strategies such as simulations and online laboratories have been incorporated into e-assessment, increasing the technological solutions required by learners. The sophistication of such technologies has made it necessary for intensive investments in learning organisation and user training (Caput, 2019). Caputo et al. (2019) highlight that effective communication between instructors and students and the flexibility of assessment policies in learning institutions allows learners to choose their preferred assessment forms. From this context, there are varying perspectives and attitudes toward e-assessment among students.
According to Howe (2020), students' perceptions of the different e-assessment types and the traditional assessment methods influence the motivation of students to have to engage in the activities and the subsequent outcomes. Asad et al. (2021) add that the perceptions individuals have towards an assessment are aligned with the opportunities they consider are presented by the activities in pursuing their goals. Therefore, students have a positive attitude when the assessment strategies are desirable and satisfactory in meeting their academic goals. Feedback is also an important element influencing the perceptions among students and learners engaged in e-assessments. Alim et al. (2021) highlight that feedback's effectiveness in e-learning makes it a more desirable learning and teaching approach.
Similarly, e-assessments effectively allow feedback that facilitates improvements in the learning environment. The quality of the feedback and its accessibility is subject to the type of assessments made. The quality of the instructional material available to the students impacts the assessment methods used. Resultantly, learners are more attracted to e-assessment activities aligned with their educational expectations, including enhancing their skills and knowledge to pursue better opportunities.
Perceptions Associated with E-Assessments
Perceptions are a psychological process that individuals use to internally articulate sensations that reflect the meaning of their real world (Shrum et al.,1988). According to Struyven et al. (2003), students have distinct perceptions concerning the evaluation strategies, including the assessment tools and techniques. Notably, students focus on the objectivity of the assessment processes due to the perceived fairness and the importance of the outcomes in the learning process (Alonso et al., 2005). Students are motivated and happy when they perceive that the assessment strategies are linked to their experiences in the real world. A review by Freeze et al. (2010) established that the perceptions held by individuals concerning assessments are influenced by different factors that include the planned learning, opportunities students have for consultation, the acceptable diversity among learners, and the different technologies they can access and use in e-learning. According to Struyven et al. (2003), the important factor shaping individuals' perceptions of the different types of assessments is the possibility of equality in engaging and completing the assessment tasks.
Insights from Ferrer et al. (2020) highlight that assessments are important in higher learning because they stimulate the students' attitudes and behaviours to pursue education. Assessments offer information on the strengths and weaknesses of the student, the teaching strategies, and the instructional materials (Seifert and Feliks, 2019). Subsequently, the learning and teaching practices can be improved appropriately based on the outcomes of the assessments and the opinions and beliefs expressed by the stakeholders involved. Learners are the key stakeholders in the learning process, making their perspectives and opinions central to the decisions made in the organisational setting. From this perspective, there is a perception among learners that assessments should boost learning rather than merely being used to rank students based on their grades (Weaver, 2006). Findings by Shim and Lee (2020) established that assessments were considered important by students in their learning improvements.
Various factors influence the perceptions held by learners among students in higher education. According to Desierto and De Maio (2020), changes in higher education, characterised by increased adoption of technological solutions, influence the sentiments upheld by students towards the learning experience. Students' sentiments and perceptions are influenced by the effectiveness of the learning strategies and materials, the technological capabilities of the teaching personnel, and the appropriateness of the technology available in meeting the learning objectives (Struyven et al., 2003). Furthermore, Seifert and Feliks (2019) note that the high pace of technological change has become a challenge for the education sector to keep up with despite the stakeholders, including students and educators, being tech-savvy. Ali (2020) argues that the limitations in keeping up with technological advancements are associated with the high costs associated with advanced technologies and the dynamic nature of contemporary educational needs that require variants of expensive technological solutions. Resultantly, there are likely to be negative perceptions among students where they cannot afford the technologies required for e-assessment or where rampant changes in the technologies require new investments on the part of the students as individuals or through the fees paid by the learning institutions. According to Ngo (2021), the perceptions emerging among students are also influenced by the attitudes expressed by educators engaged in e-learning. Consequently, the overwhelming workloads associated with online learning among educators might negatively impact how they shape the students' behaviours and interest in e-assessments. Grebennikova et al. (2021) suggest that inequality in access to technology, such as the varying internet penetration in different regions, influences individuals' attitudes and perceptions toward e-learning. This implies that students from regions where they can access adequate internet or from a social-economic background that fosters access to advanced technology are more likely to be comfortable with e-assessments than their counterparts from other backgrounds. These insights are supported by Ngo (2021), who shows that there is unbalanced growth of students based on the available resources, and the strategies put in place have been inadequate in aligning the learning objectives with the students' technological capabilities.
Types of Assessments
Similar to the traditional assessments adopted in physical classrooms, different forms of assessments are adopted in e-learning. The e-assessments are als...