This study investigated the impact of computer-aided assessment on the enhancement of critical thinking skills in non-routine problem-solving across three distinct learning delivery modalities: fully online, balanced blended, and predominantly face-to-face (F2F) blended. The study aimed to evaluate the effectiveness of computer-aided assessment in…

Standard online tutorials at The Open University, based in the UK, are generally tutor-led with the tutor setting the agenda and content. This study investigated the inclusion of online student-led drop-in tutorials to support assessment on an OU level one module. The aims were to gauge the value to students of this style of tutorial, to…

Digital flashcard apps allow students to learn and practice foreign language vocabulary independently and efficiently, leaving more classroom time for communicative activities. However, words learned this way may be forgotten. Previous lab studies have shown that vocabulary retrieval practice can be optimized for long-term memory by employing…

E-learning is an emerging trend in most universities. Due to COVID-19, many universities adopted e-learning. With the sudden adoption and implementation of e-learning, learners had to undergo learning on how to learn and take examinations electronically, which could have increased cognitive load in their learning experience. Without regular, face…

Online collaborative learning is implemented extensively in higher education. Nevertheless, it remains challenging to help learners achieve high-level group performance, knowledge elaboration, and socially shared regulation in online collaborative learning. To cope with these challenges, this study proposes and evaluates a novel automated…

Testing is an effective method to determine learning outcomes for knowledge and skills learning domains. The aim of this study was to examine the differences in test achievements among 50 Saudi female English major students at the College of Languages at Princess Nourah University in Riyadh. The tests were administered using two different methods:…

The article deals with the results of mathematics examinations at the University of Finance and Administration in Prague before, during, and immediately after the COVID-19 pandemic-related restrictions. The first objective is to evaluate whether the non-standard forms of testing (correspondence and online), used on an emergency basis during the…

Purpose: This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams. Design/methodology/approach: This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were…

Increasing student engagement and improving learning outcomes are ongoing issues in higher education worldwide. These issues were particularly pertinent during the COVID-19 pandemic when remote learning was selected as the primary instructional learning setting. This study aims to assess the impact of gamification-based quiz instruction in driving…

The aim of the current study is to investigate the effect of using life wide learning approach on developing English language Fluency for prep. stage students in the official Language Schools. The study adopted the one-group pre-post experimental design, with a pre-post fluency test along with a triangulation method that integrates both…

This study explores vocabulary assessment practices in Saudi Arabia's hybrid EFL ecosystem, leveraging platforms like Blackboard and Google Forms. The focus is on identifying prevalent test formats and evaluating their alignment with modern pedagogical goals. To classify vocabulary assessment formats in hybridized EFL contexts and recommend the…

The present study aimed to determine the effects of a computerized dynamic reading assessment (CDRA) program on English reading comprehension of university students with a lower level of English proficiency. Fulcher's (2003) framework was adapted in program development divided into three phases: program development, program implementation, and…

In today's environment of growing class sizes due to the prevalence of online and e-learning systems, providing one-to-one instruction and feedback has become a challenging task for teachers. Anyhow, the dialectical integration of instruction and assessment into a seamless and dynamic activity can provide a continuous flow of assessment…

This study examines business students' learning and assessment under remote teachings during the COVID-19 pandemic in a well-established Finnish university. A survey method is used to collect information on 336 business students including 42 accounting students. As indicated by students' responses, a majority of the students succeeded in assessing…

Different e-learning technologies may offer different incentive factors, which influence behavioural intention. Moreover, when adopting a new e-learning technology for an extended period, learners' perceptions and learning behaviour may change during the learning period. Unfortunately, as formative assessments (FAs) are often continuously…