Pub Date : 2021-03-30DOI: 10.5944/OPENPRAXIS.13.1.1191
Phu Vu, Christine Fisher
This study attempted to examine whether academic performance of pre-service teachers (PST) in virtual field experiences was the same as that of their peers in the previous semester who had regular face-to-face field experiences. Data for this study included PST’ scores in three course sections in the Spring 2020 semester at a mid-size public university located in the Midwest of the United States where all of their field experiences were conducted virtually and compared with that of their peers in the Fall 2019 semester when all of their field experiences were conducted face-to-face. Our findings indicated that PST’s academic performance in the virtual field experiences was the same as that of their peers in the previous semester who had regular face-toface field experiences.
{"title":"Does Virtual Field Experience Deliver? An Examination into Virtual Field Experience during the Pandemic and Its Implications for Teacher Education Programs","authors":"Phu Vu, Christine Fisher","doi":"10.5944/OPENPRAXIS.13.1.1191","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.1.1191","url":null,"abstract":"This study attempted to examine whether academic performance of pre-service teachers (PST) in virtual field experiences was the same as that of their peers in the previous semester who had regular face-to-face field experiences. Data for this study included PST’ scores in three course sections in the Spring 2020 semester at a mid-size public university located in the Midwest of the United States where all of their field experiences were conducted virtually and compared with that of their peers in the Fall 2019 semester when all of their field experiences were conducted face-to-face. Our findings indicated that PST’s academic performance in the virtual field experiences was the same as that of their peers in the previous semester who had regular face-toface field experiences.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"21 1","pages":"117-125"},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83921896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-30DOI: 10.5944/OPENPRAXIS.13.1.1147
Sarah Appedu, M. Elmquist, J. Wertzberger, Sharon K. Birch
Recognizing that higher education settings vary considerably, librarians at Gettysburg College sought to better understand textbook spending behaviors and the effects of costs on our students. We adapted the Florida Virtual Campus 2016 Student Textbook and Course Materials Survey to suit the context of our small, private, liberal arts college. Most students spent $300 in Fall 2019. Financial aid awards did not cover the cost of required books and course materials for most students receiving aid. Negative effects were more pronounced for first-generation students and Pell Grant recipients, who were more likely to not purchase required books, to not register for a course due to cost, and to struggle academically. Some reported negative effects beyond their academic lives, as well. We recommend adoption of Open Educational Resources as an equity-minded practice that addresses this academic success barrier.
{"title":"Inequitable Impacts of Textbook Costs at a Small, Private College: Results from a Textbook Survey at Gettysburg College","authors":"Sarah Appedu, M. Elmquist, J. Wertzberger, Sharon K. Birch","doi":"10.5944/OPENPRAXIS.13.1.1147","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.1.1147","url":null,"abstract":"Recognizing that higher education settings vary considerably, librarians at Gettysburg College sought to better understand textbook spending behaviors and the effects of costs on our students. We adapted the Florida Virtual Campus 2016 Student Textbook and Course Materials Survey to suit the context of our small, private, liberal arts college. Most students spent $300 in Fall 2019. Financial aid awards did not cover the cost of required books and course materials for most students receiving aid. Negative effects were more pronounced for first-generation students and Pell Grant recipients, who were more likely to not purchase required books, to not register for a course due to cost, and to struggle academically. Some reported negative effects beyond their academic lives, as well. We recommend adoption of Open Educational Resources as an equity-minded practice that addresses this academic success barrier.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"4 1","pages":"69-87"},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84795016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-30DOI: 10.5944/OPENPRAXIS.13.1.1154
Xia Zhu, Gladson Chikwa
Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies’ sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.
{"title":"An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning","authors":"Xia Zhu, Gladson Chikwa","doi":"10.5944/OPENPRAXIS.13.1.1154","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.1.1154","url":null,"abstract":"Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies’ sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"27 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75325946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-30DOI: 10.5944/OPENPRAXIS.13.1.1163
M. Moghadam, H. Shamsi
The rapid transition to online teaching because of the global disruption caused by the Covid-19 pandemic exclaimed all the educators on finding the most efficient ways to teach in the presence of all rampant limitations caused in both social and academic lives. Facebook, as one of the favorite social networks, having hundreds of millions of users, is an enticing way for the teachers and students to form an online community. With this regard, the purpose of the present study is to explore the attitude and viewpoints of language learners toward implementing Facebook as a peripheral medium, besides the formal e-learning platform used in the classroom, to engage learners in language learning and explore its effectiveness in the process of teaching. Moreover, this study aims to explore learners’ attitudes through the lens of the sociocultural theory. To this end, participants were chosen based on availability sampling, and the online versions of two surveys, Facebook Online Survey and Usefulness and Effectiveness Survey were shared with them through Facebook wall posts and Google Drive. The quantitative and qualitative analyses of their responses are examined and the results are analyzed based on the sociocultural perspective. This study implied that Facebook can be employed as a motivating technology to engage learners and an effective tool besides the other online medium used during the global lockdown.
{"title":"Exploring Learners’ Attitude toward Facebook as a Medium of Learners’ Engagement during Covid-19 Quarantine","authors":"M. Moghadam, H. Shamsi","doi":"10.5944/OPENPRAXIS.13.1.1163","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.1.1163","url":null,"abstract":"The rapid transition to online teaching because of the global disruption caused by the Covid-19 pandemic exclaimed all the educators on finding the most efficient ways to teach in the presence of all rampant limitations caused in both social and academic lives. Facebook, as one of the favorite social networks, having hundreds of millions of users, is an enticing way for the teachers and students to form an online community. With this regard, the purpose of the present study is to explore the attitude and viewpoints of language learners toward implementing Facebook as a peripheral medium, besides the formal e-learning platform used in the classroom, to engage learners in language learning and explore its effectiveness in the process of teaching. Moreover, this study aims to explore learners’ attitudes through the lens of the sociocultural theory. To this end, participants were chosen based on availability sampling, and the online versions of two surveys, Facebook Online Survey and Usefulness and Effectiveness Survey were shared with them through Facebook wall posts and Google Drive. The quantitative and qualitative analyses of their responses are examined and the results are analyzed based on the sociocultural perspective. This study implied that Facebook can be employed as a motivating technology to engage learners and an effective tool besides the other online medium used during the global lockdown.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"37 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78963339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-30DOI: 10.5944/OPENPRAXIS.13.1.1187
Eric Werth, Katherine Williams
Students acting as co-creators of academic material is growing in popularity as a pedagogical approach in higher education. With student engagement and persistence consistently being emphasized for student and institution well-being, educational praxis must foster engaged, high-retention student cohorts. This exploratory research uses a mixed-methods approach to examine the experience of students participating in a first-year course utilizing OER-enabled Pedagogy. Students considered how projects that were open impacted their perception of course engagement, satisfaction, and overall experience. Participants also evaluated their level of concern in sharing attributed academic work. A plurality of students preferred the project using OERenabled Pedagogy, indicating it increased engagement and skills acquisition. The majority of students were unconcerned about sharing work publicly, even if their names were included. Themes that emerged from interviews included the motivational value of creating work potentially valuable to others, being given agency, and receiving public credit for their efforts.
{"title":"Exploring Student Perceptions as Co-authors of Course Material","authors":"Eric Werth, Katherine Williams","doi":"10.5944/OPENPRAXIS.13.1.1187","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.1.1187","url":null,"abstract":"Students acting as co-creators of academic material is growing in popularity as a pedagogical approach in higher education. With student engagement and persistence consistently being emphasized for student and institution well-being, educational praxis must foster engaged, high-retention student cohorts. This exploratory research uses a mixed-methods approach to examine the experience of students participating in a first-year course utilizing OER-enabled Pedagogy. Students considered how projects that were open impacted their perception of course engagement, satisfaction, and overall experience. Participants also evaluated their level of concern in sharing attributed academic work. A plurality of students preferred the project using OERenabled Pedagogy, indicating it increased engagement and skills acquisition. The majority of students were unconcerned about sharing work publicly, even if their names were included. Themes that emerged from interviews included the motivational value of creating work potentially valuable to others, being given agency, and receiving public credit for their efforts.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"35 1","pages":"53-67"},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76142624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-30DOI: 10.5944/OPENPRAXIS.13.1.1171
F. R. Aluko
Effective student support is key in stemming the dropout in distance education. This article reports on the student support provision in a hybrid teacher education programme. Altogether 160 participants were purposively selected; 126 completed a survey, 33 (30 students and 3 administrative staff) took part in six focus group discussions; and one instructional designer took part in a one-on-one interview. Tait’s framework on student support guided the study. The data analysis involved descriptive statistics and thematic analysis. The findings revealed that, although the institution is striving to support its students, areas that need attention include call centre services, tutor support services, tutor-student communication, and funding. Recommendations include the need for providers to pay particular attention to students’ whole experience to ensure effective student support. Further research is needed regarding the contextualisation of each aspect of Tait’s framework; the author suggests some guidelines to guide this process.
{"title":"Evaluating student support provision in a hybrid teacher education programme using Tait’s framework of practice","authors":"F. R. Aluko","doi":"10.5944/OPENPRAXIS.13.1.1171","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.1.1171","url":null,"abstract":"Effective student support is key in stemming the dropout in distance education. This article reports on the student support provision in a hybrid teacher education programme. Altogether 160 participants were purposively selected; 126 completed a survey, 33 (30 students and 3 administrative staff) took part in six focus group discussions; and one instructional designer took part in a one-on-one interview. Tait’s framework on student support guided the study. The data analysis involved descriptive statistics and thematic analysis. The findings revealed that, although the institution is striving to support its students, areas that need attention include call centre services, tutor support services, tutor-student communication, and funding. Recommendations include the need for providers to pay particular attention to students’ whole experience to ensure effective student support. Further research is needed regarding the contextualisation of each aspect of Tait’s framework; the author suggests some guidelines to guide this process.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"1 1","pages":"21-35"},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89590233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-30DOI: 10.5944/OPENPRAXIS.13.1.1168
Asteria Nsamba, A. Bopape, Bongi Lebeloane, Laetitia Lekay
Recently, the University of South Africa widened access to academic facilities and services at one of its study centres. Although this is laudable and demonstrates a commitment by the university towards its students, it raises these three concerns (1) What is the occupancy rate of the facilities? (2) To what extent are these improved facilities cost-effective? (3) What is the quality of the services at these facilities? A modified iron triangle was employed to analyse and determine accessibility, cost-effectiveness and the quality of the facilities. Data mining techniques involving descriptive analysis indicated that the most utilised service facilities were the computer laboratories and the least utilised was the study space. Moreover, perceived service quality of the facilities was rated good to excellent by the majority of the respondents. The modified iron triangle was found to be useful in helping us understand Student Support Excellence Project’s (SSEP) improvements at the identified study centre.
{"title":"Student support service excellence evaluation: Balancing the Iron Triangle of accessibility, cost-effectiveness and quality?","authors":"Asteria Nsamba, A. Bopape, Bongi Lebeloane, Laetitia Lekay","doi":"10.5944/OPENPRAXIS.13.1.1168","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.1.1168","url":null,"abstract":"Recently, the University of South Africa widened access to academic facilities and services at one of its study centres. Although this is laudable and demonstrates a commitment by the university towards its students, it raises these three concerns (1) What is the occupancy rate of the facilities? (2) To what extent are these improved facilities cost-effective? (3) What is the quality of the services at these facilities? A modified iron triangle was employed to analyse and determine accessibility, cost-effectiveness and the quality of the facilities. Data mining techniques involving descriptive analysis indicated that the most utilised service facilities were the computer laboratories and the least utilised was the study space. Moreover, perceived service quality of the facilities was rated good to excellent by the majority of the respondents. The modified iron triangle was found to be useful in helping us understand Student Support Excellence Project’s (SSEP) improvements at the identified study centre.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"44 1","pages":"37-52"},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87304990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-30DOI: 10.5944/OPENPRAXIS.13.1.1172
P. Allotey, D. Reidpath, E. Certain, Mahnaz Vahedi, D. Maher, P. Launois, Bella Ross
This study uses a case study approach to examine the development of a massive open online course (MOOC) on intervention and implementation research in infectious diseases of poverty for learners in low- and middleincome countries (LMICs). Implementation research (IR) seeks to understand and address barriers to effective implementation of health interventions, strategies, and policies. In recent years, IR has attracted increased interest, and corresponding demand for training, however, current training opportunities are not easily accessible to learners in LMICs. In 2017, the MOOC was introduced to a diverse range of learners to enhance access to training materials and has been offered yearly since. Findings are based on the experiences of the MOOC working group which included developers and facilitators, and on interpretations of data such as forum discussion activity and Facebook posts. The use of material from local contexts and in local languages, and professional facilitation of discussion forums was identified by the working group to be key considerations in developing the MOOC. Other findings include the importance of using clear instructions and preparing discussion questions to stimulate learner engagement. These findings add to the limited knowledge of MOOCs developed for LMICs and are of value to others developing professional development MOOCs in LMIC health contexts.
{"title":"Lessons learned developing a massive open online course in implementation research in infectious diseases of poverty in low-and middle-income countries","authors":"P. Allotey, D. Reidpath, E. Certain, Mahnaz Vahedi, D. Maher, P. Launois, Bella Ross","doi":"10.5944/OPENPRAXIS.13.1.1172","DOIUrl":"https://doi.org/10.5944/OPENPRAXIS.13.1.1172","url":null,"abstract":"This study uses a case study approach to examine the development of a massive open online course (MOOC) on intervention and implementation research in infectious diseases of poverty for learners in low- and middleincome countries (LMICs). Implementation research (IR) seeks to understand and address barriers to effective implementation of health interventions, strategies, and policies. In recent years, IR has attracted increased interest, and corresponding demand for training, however, current training opportunities are not easily accessible to learners in LMICs. In 2017, the MOOC was introduced to a diverse range of learners to enhance access to training materials and has been offered yearly since. Findings are based on the experiences of the MOOC working group which included developers and facilitators, and on interpretations of data such as forum discussion activity and Facebook posts. The use of material from local contexts and in local languages, and professional facilitation of discussion forums was identified by the working group to be key considerations in developing the MOOC. Other findings include the importance of using clear instructions and preparing discussion questions to stimulate learner engagement. These findings add to the limited knowledge of MOOCs developed for LMICs and are of value to others developing professional development MOOCs in LMIC health contexts.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"50 3 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73032349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.55982/openpraxis.13.4.264
D. Otto
{"title":"How to Promote the Use of Open Educational Resources (OER) in Higher\u0000 Education. A Parley with OER Experienced Teachers","authors":"D. Otto","doi":"10.55982/openpraxis.13.4.264","DOIUrl":"https://doi.org/10.55982/openpraxis.13.4.264","url":null,"abstract":"","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"7 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88115703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.55982/openpraxis.13.4.261
Prasad Senadheera, Geetha Udayangani Kulasekara
COVID19 outbreak brought about many challenges including the shifting of university assessments to conduct in online mode. This research study tries to explore the impact of newly designed online formative assessments on students' learning, in a Plant Physiology course. The designing of assessments were carried out focusing on constructive alignment, for which an Open Book Test (OBT) was conducted in three parts: OBT1 -problem based learning assignment, providing feedback using a rubric;OBT2 -multiple choice, multi response, matching and missing word questions with immediate feedback;OBT3 -analysing research results with MCQs and short answer questions with feedback. A mixed approach of convergent parallel design method was followed to collect data through two questionnaires and interviews. Findings indicated students' engagement in self- determined learning in solving a real-world problem and their enthusiasm in learning with research-based questions in assessments, while self-assessing their performance through feedback. However, geographically varied technological challenges need to be addressed in conducting successful online assessments.
{"title":"A Formative Assessment Design Suitable for Online Learning\u0000 Environments and its Impact on Students’ Learning","authors":"Prasad Senadheera, Geetha Udayangani Kulasekara","doi":"10.55982/openpraxis.13.4.261","DOIUrl":"https://doi.org/10.55982/openpraxis.13.4.261","url":null,"abstract":"COVID19 outbreak brought about many challenges including the shifting of university assessments to conduct in online mode. This research study tries to explore the impact of newly designed online formative assessments on students' learning, in a Plant Physiology course. The designing of assessments were carried out focusing on constructive alignment, for which an Open Book Test (OBT) was conducted in three parts: OBT1 -problem based learning assignment, providing feedback using a rubric;OBT2 -multiple choice, multi response, matching and missing word questions with immediate feedback;OBT3 -analysing research results with MCQs and short answer questions with feedback. A mixed approach of convergent parallel design method was followed to collect data through two questionnaires and interviews. Findings indicated students' engagement in self- determined learning in solving a real-world problem and their enthusiasm in learning with research-based questions in assessments, while self-assessing their performance through feedback. However, geographically varied technological challenges need to be addressed in conducting successful online assessments.","PeriodicalId":45611,"journal":{"name":"Open Praxis","volume":"1 1","pages":""},"PeriodicalIF":1.6,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75382183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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