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Smart Approaches for Optimizing Learning and Assessments in Online University Courses

Smart Approaches for Optimizing Learning and Assessments in Online University Courses

Niyi Awofeso
Copyright: © 2021 |Pages: 23
ISBN13: 9781799875710|ISBN10: 1799875717|ISBN13 Softcover: 9781799875727|EISBN13: 9781799875734
DOI: 10.4018/978-1-7998-7571-0.ch005
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MLA

Awofeso, Niyi. "Smart Approaches for Optimizing Learning and Assessments in Online University Courses." Enhancing Higher Education Accessibility Through Open Education and Prior Learning, edited by Carolyn N. Stevenson, IGI Global, 2021, pp. 93-115. https://doi.org/10.4018/978-1-7998-7571-0.ch005

APA

Awofeso, N. (2021). Smart Approaches for Optimizing Learning and Assessments in Online University Courses. In C. Stevenson (Ed.), Enhancing Higher Education Accessibility Through Open Education and Prior Learning (pp. 93-115). IGI Global. https://doi.org/10.4018/978-1-7998-7571-0.ch005

Chicago

Awofeso, Niyi. "Smart Approaches for Optimizing Learning and Assessments in Online University Courses." In Enhancing Higher Education Accessibility Through Open Education and Prior Learning, edited by Carolyn N. Stevenson, 93-115. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7571-0.ch005

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Abstract

This chapter discusses findings from two initiatives for optimizing the quality of learning and assessments in online university courses at Hamdan Bin Mohammed Smart University: (1) use of mandatory assessment policy of self-paced classes to promote learner engagement and (2) achievement of learning outcomes and fairness of assessments using question and answer discussion forum platform compared with the more commonly used general discussion forum platform. With regards to the first initiative, the author undertook a case study of a policy of mandating assessment of engagement with self-paced classes at HBMSU between 2016 and 2017. Also, the author discusses findings from operational research to address the following questions: (1) How appropriate is the Q&A variant of online discussion forums in facilitating both cooperative and collaborative learning? (2) How may course facilitators equitably grade online learning individual and collaborative learning activities using Q&A discussion forums?

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