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Exploring the effects of online assessments on pedagogy in higher education : Vietnam context
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Abstract:
Numerous researchers have investigated online assessments in education. However, there is a limited number of studies examining the effects of online assessments on teaching and learning practices. This research aims at investigating how online assessments affect teaching and learning practices in higher education in the context of Vietnam. A qualitative method was employed in this study with a sample of 20 participants. Semi - structured interviews were conducted with 10 university teachers from different departments and 10 university students from various majors and cohorts. Consequently, 5 main themes consisting of type of online assessments, teaching methods and approaches, effects of online assessments on teaching practice, learning methods, and effects of online assessments on learning practice were identified. First, two main types of online assessment named formative and summative assessments were reported by the interviewees. The findings revealed that educational methods and approaches and communication tools and strategies were utilised by teachers in both face-to-face and virtual classrooms. Several positive effects of online assessments on teaching practice were efficiency and reduction of time, technological advancement, and teaching enhancement; negative effects were challenges in teaching and classroom management, collaborative learning, information retrieval and enhancement, and cognitive tool. Online assessments positively led to effective learning and self - discipline. On the other hand, negative effects of online assessments on students' learning practice were found consisting of dependence on available resource, cheating, and laziness; stress and health problems; distraction and multitasking; less motivation and connection; and others. This study recommends that further studies on online assessments should be carried out to explore the reasons why online assessments lead to negative effects on students' learning practices. Specifically, research on online assessments should be conducted to be in line with the course syllabus at university level since online learning and assessments are incorporated in the course syllabus for all subjects in Vietnam higher education institutions. Additionally, various forms of online formative assessments including assignments, quizzes, and projects should be applied to motivate students. Then, reliable online assessment platforms namely Testmoz and google form are of necessity. Finally, the employment of virtual proctoring software is necessary to detect and prevent cheating in cyber space.
Description:
309 pages : illustrations ; 30 cm | A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) in Education | Thesis is also available in CD and is not for loan or reference use | Thesis (PhD in Education) - Universiti Brunei Darussalam, 2025 | Includes bibliographical references pages 235-267.
Date:
2025
Authors:
Trang, Le Thi Thu
Publisher:
Universiti Brunei Darussalam
