Abstract
This study aimed to 1) analyze student-centered learning and assessment of higher education teachers and students during the COVID-19 pandemic as well as their ability to meet learning objectives, and 2) compare the online learning efficiency of students with four psychological attributes, consisting of student-teacher engagement, online learning characteristics, self-directed learning, and self-assessment. The sample included 1,409 university students and 274 teachers. The research instrument was a student-centered online learning and assessment scale. Data were analyzed via descriptive statistics and a chi-squared test. The results revealed that the sample struggled with unstable Internet or WIFI connection, a lack of technological devices, and ineffective performance in learning. While students perceived themselves as being able to self-learn, teachers primarily used lectures on online platforms. Along with attendance, students perceived that teacher used testing for assessment, while teachers used task assignments. Compared to a traditional classroom, students also believed that their knowledge and skills acquired through online learning were lower, while their attribute was maintained. Students with a high level of the four psychological attributes indicated a better perception of online learning efficiency at the .05 level of significance.
Publisher
Faculty of Education, Chulalongkorn University
DOI
10.14456/educu.2024.11
First Page
-
Last Page
-
Recommended Citation
Lawthong, Nuttaporn; Thepsathit, Purin; Poondej, Chanut; Lerdpornkulrat, Thanita; and Suwathanpornkul, Ittipaat
(2024)
"Online Student-Centered Learning and Assessment During the COVID-19 Pandemic Through Perspectives of Higher Education Teachers and Students,"
Journal of Education Studies: Vol. 52:
Iss.
1, Article 9.
DOI: 10.14456/educu.2024.11
Available at:
https://digital.car.chula.ac.th/educujournal/vol52/iss1/9
