Smart Approaches for Optimizing Learning and Assessments in Online University Courses

Introduction

In many middle and high income nations, the adverse effects of the Covid-19 pandemic have necessitated on the most significant changes in learning structure – a rapid transition from physical on-campus learning to variations of online learning. Online learning is just one type of distance learning - the umbrella term for any learning that takes place across distance and not in a traditional classroom. A major advantage of asynchronous (self-paced) online learning is that it allows students to participate in high quality learning situations when, Covid-19, distance and schedule make on-ground learning difficult-to-impossible. Self-paced instruction is based mainly on learner response and pace of study, without a requirement for immediate intervention by an instructor. It is the main attribute of distance learning, and predates online learning, being delivered by pioneer institutions such as the University of London via correspondence courses since the mid-19^th century (Holmberg, 2003). Over the past several decades, technology has been applied to enhance learning, particularly in higher education. Starting with computer based training in the 1980s, which enabled learners to utilized mailed study materials stored in computer disks, the furthest in this evolution is fully online e-learning, with no physical, face-to-face sessions (Garrison & Kanuka, 2004). An appropriate way to maintain the connection and quality standards between the several strands of e-learning and the values of traditional face-to-face tertiary education is through ensuring that online learning is facilitated by teachers, fully qualified and interested in teaching online in a web-based environment and versed with the appropriate use of high quality online synchronous and asynchronous learning tools. Synchronous e-learning involves geographically dispersed learners accessing the same virtual learning environment site at the same time as an instructor. Moodle, Blackboard Collaborate Ultra and Zoom are well established tools for synchronous sessions. Asynchronous e-learning, is a just-in-time, on-demand learning experience for participants. Self-paced learning is commonly facilitated using quizzes, blogs, soft copies of recommended readings and discussion forums on virtual learning environments. A challenging component of technology mediated learning is facilitating assurance that students actually learn, and that assessments constitute fair and reliable reflection of course learning objectives. This chapter reviews two pathways to optimizing learning and assessments in online university courses – online question and answer discussion forums to facilitate individual and collaborative learning, and; equitable assessment of online learning activities in self-paced (asynchronous) learning sessions.

Synchronous le-earning is instruction and collaboration in “real time” via the Internet. It typically involves the utilization of instructional tools such as live chats/instant messaging; audio and video conferencing; data and application sharing; shared whiteboard, and; joint viewing of multimedia presentations and online slide shows. Synchronous learning has the advantages of being closer to “natural” communication, requiring immediate feedback - which may be either motivational or increase peer pressure -, quicker collaboration, “snowballing”, and structured time. Asynchronous e-learning methods use the time-delayed capabilities of the Internet, involving tools, such as: e-mail; online discussion forums; online study groups and bulletin boards; file attachments. These two approaches offer varying degrees of individual and collaborative learning opportunities for students. The advantages of asynchronous communication include flexibility of place and time, time for reflection and composition of responses, as well as generally user-friendly learning technology. Synchronous learning approaches have the advantages of immediate feedback from peers and subject matter experts, and are easier to evaluate for learner participation. Conversely, synchronous learning approaches have the disadvantages of being more complex to facilitate and participate in given interoperability constraints, with less flexible time, while asynchronous learning approaches have the disadvantages of low probability of immediate feedback, and very limited non-text verbal cues to information (Oye, Salleh & Iahad, 2012). Online discourse management identifies the exchange of ideas and viewpoints mediated by a computer mediated communication medium via a discussion board, a learning management system or any other synchronous and asynchronous collaboration tool (Putnik & Cruz-Cunha, 2008).