Enhancing E-Learning Through Integration of Online Formative Assessment and Teaching Presence

Introduction

E-learning can potentially transform higher education to meet the emerging needs of the knowledge society whose goal is to move beyond mastering standard content domains to applying knowledge in rapidly changing multifaceted environments (Cole et al., 2017; Gikandi, 2019; Preisman, 2014). ICT is perceived as a catalyst in the transformation to engaged learning ideal for 21^st century, as well as an element for sustaining and coping with change. E-learning as a sub-component of ICT represents a perspective that has led to a paradigm shift in learning perspectives (Cole et al., 2017; Garrison & Akyol, 2009; Rodrigues et al., 2019). Previous research on e-learning has shown its great potential in enhancing learning experiences (Gikandi & Morrow, 2016). However, it is important to realize that e-learning on its own is unlikely to be adequate to the needs of 21^st century education that require learner-focused and formative approaches to learning (Garrison & Akyol, 2009; Glassmeyer et al., 2011).Enabling effective e-learning environment calls for purposeful and conscientious effort towards facilitating adequate social and teaching presence as a requisite to meaningful learner engagement (Nortvig et al., 2018; Rodrigues et al., 2019). The term e-learning as used in this paper refers to online learning that is enabled by ICT (Internet and/or mobile based); that does not require the teacher and the learner to be available at the same time and place; whereby 80% or more of learning and teaching activities are conducted through ICT (Gurley, 2018).

Based on the viewpoints from related literature, the current author infers that integration of online formative assessment from a teaching presence perspective can offers effective pedagogical strategy that befits 21^st century education. This approach is also informed by the viewpoint that higher levels of engagement in e-learning contexts are achieved when the following dimensions are adequately addressed: “(a) students develop strong relationships with their teachers and peers; (b) teachers support students’ autonomy; (c) teachers have high expectations and give clear feedback to students; and (d) tasks are challenging and interesting” (Rodrigues et al., 2019, p. 93).

There is considerable evidence about online formative assessment as a powerful lever of change that can enhance student learning towards what is valued as achievements in higher education for 21^st century (Glassmeyer et al., 2011; Khare & Lam, 2008; Peculea & Peculea, 2019; Simon, 2019; Vonderwell & Boboc, 2013). Online formative assessment is conceptualized in this paper as the use of ICT to support the iterative processes of establishing what, how much and how well students are learning. These processes are aimed at informing tailored formative feedback and scaffold learning with respect to the learning goals and expected outcomes (Gikandi & Morrow, 2016; Peculea & Peculea, 2019). Online formative assessment can influence the way we conceptualize and design for learning and teaching particularly in e-learning environments (Glassmeyer et al., 2011; Peculea & Peculea, 2019; Vonderwell & Boboc, 2013). Drawing from previous research, online formative assessment can promote learning experiences through increased engagement. Integrating interactive formative assessment in online learning using variety of ICT tools (both asynchronous and synchronous) can support students to become more autonomous towards developing skills for engaging in deeper inquiry and reflective practice (Nortvig et al., 2018; Peculea & Peculea, 2019). Such an environment when well facilitated through adequate online teaching presence in form of sustained communication and tailored feedback stimulate learners to engage in critical discourse, acquire skills and beliefs that will enable them to respond to dynamic professional demands and constraints (Lara et al., 2020). As articulated in following sub-section, this is particularly relevant in higher education (Cole et al., 2017; Hakkarainen et al., 2009; Simon, 2019).