ASSESSING LEARNING DURING EMERGENCY REMOTE EDUCATION
Article Sidebar
Published:
May 21, 2021
Keywords:
Assessment, Online Learning, Emergency Remote Teaching, Emergency Remote Education, Online Assessment
Main Article Content
Abstract
The authors discuss the applicability of common assessment types used in online instruction to the context of emergency remote education. Written assignments, online discussions, fieldwork, tests and quizzes, presentations, and e-portfolios are specifically addressed. The discussion includes the concepts of synchronous versus asynchronous assessments and issues related to academic integrity. The authors conclude by noting that empathy and radical flexibility are integral to assessment in emergency remote education.
Article Details
Section
Articles - Special Issue
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons CC BY 4.0 Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Aloni, M., & Harrington, C. (2018). Research based practices for improving the effectiveness of asynchronous online discussion boards. Scholarship of Teaching and Learning in Psychology, 4(4), 271–289. doi: 10.1037/stl0000121
Alrwele, N. S. (2017). Effects of infographics on student achievement and students’ perceptions of the impacts of infographics. Journal of Education and Human Development, 6(3), 104-117. doi: 10.15640/jehd.v6n3a12
Arend, B. D. (2007). Course assessment practices and student learning strategies in online courses. Journal of Asynchronous Learning Networks, 11(4), 3-17. doi: 10.24059/olj.v11i4.1712
Barton, D. C. (2020). Impacts of the COVID‐19 pandemic on field instruction and remote teaching alternatives: Results from a survey of instructors. Ecology and Evolution, 10(22), 12499-12507. doi: 10.1002/ece3.6628
Baytiyeh, H. (2018). Online learning during post-earthquake school closures. Disaster Prevention and Management, 27(2), 215-227. doi: 10.1108/DPM-07-2017-0173
Beck, V. (2014). Testing a model to predict online cheating: Much ado about nothing. Active Learning in Higher Education, 15(1) 65-75. doi: 10.1177/1469787413514646
Brown, S., & Sambell, K. (2020). Changing assessment for good: A major opportunity for educational developers. Staff and Educational Development Association. Retrieved https://www.seda.ac.uk/resources/files/Paper%20for%20SEDA%20Changing%20assessment%20for%20good%20a%20major%20opportunity%20for%20educational%20developers.pdf
Burgason, K.A., Sefiha, O., & Briggs, L. (2019). Cheating is in the eye of the beholder: An evolving understanding of academic misconduct. Innovative Higher Education, 44, 203–218. doi: 10.1007/s10755-019-9457-3
Castellanos-Reyes, D. (2020). 20 years of the community of inquiry framework. TechTrends, 64(3), 557-560. doi: 10.1007/s11528-020-00491-7
Cavanaugh, T., Fritz, J., & Golden, C. (2020). Meeting the challenges of remote assessment [Video]. Retrieved from https://er.educause.edu/multimedia/2020/6/meeting-the-challenges-of-remote-assessment
Cleveland-Innes, M., & Ally, M. (2004). Affective learning outcomes in workplace training: A test of synchronous vs. asynchronous online learning environments. Canadian Journal of University Continuing Education, 30(1), 15-35. Retrieved from https://journals.library.ualberta.ca/cjuce-rcepu/index.php/cjuce-rcepu/article/view/20052
Croslin, M, Dellinger, J., Heiser, R., Riviou, K., & Usman, B. (Eds.) (2018). Creating online learning experiences. Mavs Open Press. Retrieved from https://uta.pressbooks.pub/onlinelearning/
Czerniewicz, L. (2020, March 15). What we learnt from “going online” during university shutdowns in South Africa. PhilOnEdTech [blog]. Retrieved from https://philonedtech.com/what-we-learnt-from-going-online-during-university-shutdowns-in-south-africa/
Davis, N. E. (2011). Online and blended learning rolling into New Zealand schools. Computers in New Zealand Schools, 23(1), 101-107. Retrived from https://www.otago.ac.nz/cdelt/otago064432.pdf
Delmas, P.M. (2017). Using VoiceThread to create community in online learning. TechTrends 61(6), 595–602. doi: 10.1007/s11528-017-0195-z
Devine, J.L., Bourgault, K.S. & Schwartz, R.N. (2020). Using the online capstone experience to support authentic learning. TechTrends, 64(4), 606–615. doi: 10.1007/s11528-020-00516-1
Downs, E., Hodges, C.B., & Jones, S.A. (2020). Adapting a graduate-level practicum experience during an emergency response. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 319-321). AACE. Retrieved from https://www.learntechlib.org/p/216903/
Ellis, C., van Haeringen, K., Harper, R., Bretag, T., Zucker, I., McBride, S., …Saddiqui, S. (2020). Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development, 39(3), 454-469. doi: 10.1080/07294360.2019.1680956
Farrell, O. (2020). From portafoglio to eportfolio: The evolution of portfolio in higher education. Journal of Interactive Media in Education, 2020(1), 1-14. doi: 10.5334/jime.574
Fawns, T., & Ross, J. (2020, June 3). Spotlight on alternative assessment methods: Alternatives to exams [Teaching Matters Blog]. Retrieved from https://www.teaching-matters-blog.ed.ac.uk/spotlight-on-alternative-assessment-methods-alternatives-to-exams/
Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741. doi: 10.1007/s10648-015-9348-9
Fishman, T. (Ed.) (2014). The fundamental values of academic integrity (2nd ed). The International Center for Academic Integrity. Retrieved from https://www.academicintegrity.org/wp-content/uploads/2017/12/Fundamental-Values-2014.pdf
Flaherty, C. (2020, April 29). Zoom boom. Inside Higher Ed.com. Retrieved from: https://www.insidehighered.com/news/2020/04/29/synchronous-instruction-hot-right-now-it-sustainable
Fougt, S. S., Misfeldt, M., & Shaffer, D. W. (2019). Realistic Authenticity. Journal of Interactive Learning Research, 30(4), 477-504.
Garrison, D. R. (2002). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. Elements of Quality Online Education: Practice and Direction, 4(1), 47-58.
Gerido, L., & Curran, M. C. (2014). Enhancing science instruction through student-created PowerPoint presentations. The American Biology Teacher, 76(9), 627-631. doi: 10.1525/abt.2014.76.9.10
Grajek, S. (2020, April 3). EDUCAUSE COVID-19 QuickPoll results: Help for students. EDUCAUSE Review. Retrieved from https://er.educause.edu/blogs/2020/4/educause-covid-19-quickpoll-results-help-for-students
Hanke, U. (2012). Generative Learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Boston, MA, US: Springer. doi: 10.1007/978-1-4419-1428-6_171
Harmon, O. R., Lambrinos, J., & Buffolino, J. (2010). Assessment design and cheating risk in online instruction. Online Journal of Distance Learning Administration, 13(3). Retrieved from https://www.westga.edu/~distance/ojdla/Fall133/harmon_lambrinos_buffolino133.html
Harton, H. C., Aladia, S., & Gordon, A. (2019). Faculty and student perceptions of cheating in online vs. traditional classes. Online Journal of Distance Learning Administration, 22(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter224/hartonaladiagordon224.html
Hew, K. F., & Cheung, W. S. (2012). Student participation in online discussions: Challenges, solutions, and future research. Springer Science & Business Media. doi: 10.1007/978-1-4614-2370-6
Hodges, C. B., & Brill, J. M. (2007). Developing a training program for instructional assistants within a large-scale emporium-based environment: A nine-year evolution towards systemic change. International Journal of Teaching & Learning in Higher Education, 19(1). Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE161.pdf
Hodges, C.B., & Cowan, S.F. (2012). Preservice teachers’ views of instructor presence in online courses. Journal of Digital Learning in Teacher Education, 28(4), 139-145. doi: 10.1080/21532974.2012.10784694
Hodges, C.B., & Folwer, D.J. (2020). The COVID-19 Crisis and faculty members in higher education: From emergency remote teaching to better teaching through reflection. Multidisciplinary Perspectives in Higher Education. 5(1), 118-122.
Hodges, C.B., Moore, S.L., Lockee, B.B., Bond, M.A., & Jewett, A. (2020). An instructional design process for emergency remote teaching. In D. Burgos, A. Tlili, & A. Tabacco (Eds.), Radical solutions for education in a crisis context. Lecture Notes in Educational Technology (pp.37-51). Singapore: Springer Nature. doi: 10.1007/978-981-15-7869-4_3
Hrastinski, S. (2008). Asynchronous & synchronous e-learning. EDUCAUSE Quarterly, 31(4). 51-55. Retrieved from https://er.educause.edu/-/media/files/article-downloads/eqm0848.pdf
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569. doi: 10.1007/s11528-019-00375-5
Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198-208. Retrieved from https://jolt.merlot.org/vol8no3/kearns_0912.pdf
Kenyon, A. (2020, March 3). Online student presentations. Duke Learning Innovation. Retrieved from https://learninginnovation.duke.edu/blog/2020/03/online-student-presentations/
Kim, J. (2020, April 8). 5 reasons to stop doing timed online exams during COVID-19 [Learning Innovation Blog]. InsideHigherEducation. Retrieved October 9, 2020 from https://www.insidehighered.com/blogs/learning-innovation/5-reasons-stop-doing-timed-online-exams-during-covid-19
Kocdar, S., Karadeniz, A., Peytcheva-Forsyth, R., & Stoeva, V. (2018). Cheating and plagiarism in e-assessment: Students’ perspectives. Open Praxis, 10(3), 221-235. doi: 10.5944/openpraxis.10.3.873
Kubiszyn, T., & Borich, G.D. (2016). Educational testing and measurement (11th ed.). Hoboken, NJ, US: Wiley.
Lederman, D. (2020, July 22). Best way to stop cheating in online courses? ‘Teach better’. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/article/2020/07/22/technology-best-way-stop-online-cheating-no-experts-say-better
Lee-Post, A. & Hapke, H (2017). Online learning integrity approaches: Current practices and future solutions, Online Learning 21(1),135-145. doi: 10.24059/olj.v21i1.843
Lockee, B.B. (2020). Designing forward: Instructional design considerations for online learning in the COVID-19 context [Editorial]. Journal of Applied Instructional Design, 9(3). Retrieved from https://edtechbooks.org/jaid_9_3/design_considerationa
Lowenthal, P. R., & Dunlap, J. C. (2020). Social presence and online discussions: A mixed-method investigation. Distance Education, 41(4). doi: 10.1080/01587919.2020.1821603
Marshall, D. T., Shannon, D. M., & Love, S. M. (2020, September 2). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan. Retrieved from https://kappanonline.org/how-teachers-experienced-covid-19-transition-remote-instruction-marshall-shannon-love/
Martin, F., Polly, D., & Ritzhaupt, A. (2020, September 8). Bichronous online learning: Blending asynchronous and synchronous online learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
Matthews, M.T., Williams, G.S., Yanchar, S.C., & McDonald, J.K. (2017). Empathy in distance learning design practice. TechTrends, 61(5), 486-493. doi: 10.1007/s11528-017-0212-2
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ982678.pdf
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA, US: Wadsworth Publishing Company.
Ng, J. (2020, July 9). 4 tips for productive online discussions. Edutopia. Retrieved from https://www.edutopia.org/article/4-tips-productive-online-discussions
Palloff, R. M., & Pratt, K. (2008). Assessing the online learner: Resources and strategies for faculty (Vol. 7). Hoboken, NJ, US: Wiley.
Reeves, T. C. (2006). How do you know they are learning? The importance of alignment in higher education.International Journal of Learning Technology, 2(4), 294-309. doi: 10.1504/IJLT.2006.011336
Ross, J., & Macleod, H. (2018). Surveillance, (dis)trust and teaching with plagiarism detection technology. In M. Bajić, N.B. Dohn, M. de Laat, P. Jandrić, & T. Ryberg (Eds.), Proceedings of the 11th International Conference on Networked Learning 2018 (pp. 235–242). Zagreb: Zagreb University of Applied Sciences.
Sambell, K., & Brown, S. (2020). The changing landscape of assessment: Some possible replacements for unseen, time-constrained, face-to-face invigilated exams. Staff and Educational Development Association. Retrieved from https://www.seda.ac.uk/wp-content/uploads/2021/04/Paper-3-The-changing-landscape-of-assessment-some-possible-replacements-for-unseen-time-constrained-face-to-face-invigilated-exams-4.pdf
Samson, P. (2020). The coronavirus and class broadcasts. EDUCAUSE Review, 3. Retrieved from https://er.educause.edu/blogs/2020/3/the-coronavirus-and-class-broadcasts
Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. doi: 10.1177/0092055X15624745
Shaffer, D. W., & Resnick, M. (1999). "Thick" authenticity: New media and authentic learning. Journal of Interactive Learning Research, 10(2), 195-216.
Shedletsky, L., & Aitken, J. E. (Eds.) (2010). Cases on online discussion and interaction: Experiences and Outcomes. Hershey, PA, US: IGI Global.
Shi, S., & Morrow, B., V. (2006). E-conferencing for instruction: What works? EDUCAUSE Quarterly, 29(4), 42-49.
Simon, E. (2018, November 21). 10 tips for effective online discussions. EDUCAUSE Review. Retrieved from https://er.educause.edu/blogs/2018/11/10-tips-for-effective-online-discussions
Simulation technology redirects nursing curriculum during COVID-19 (2020, June 9). Yale School of Nursing. Retrieved from https://nursing.yale.edu/news/simulation-technology-redirects-nursing-curriculum-during-covid-19
Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69-84.
Smith Budhai, S. (2014, October 27). Maximize in-class time by moving student presentations online. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/teaching-with-technology-articles/maximize-class-time-moving-student-presentations-online/
Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132-2148. doi: 10.1080/03075079.2019.1582015
Sotola, L.K., & Crede, M. (2020). Regarding class quizzes: A meta-analytic synthesis of studies on the relationship between frequent low-stakes testing and class performance. Educational Psychology Review. doi: 10.1007/s10648-020-09563-9
Tawil, S. (Ed.) (1997). Educational destruction and reconstruction in disrupted societies. Final report and case studies of the workshop held on 15-16 May 1997. Geneva, CH: International Bureau of Education. UNESCO. https://inee.org/system/files/resources/UNESCO_Tawil_Education_Destruction_1997_EN.pdf
Trust, T. (2020, April 2). The 3 biggest remote teaching concerns we need to solve now. EdSurge. Retrieved from https://www.edsurge.com/news/2020-04-02-the-3-biggest-remote-teaching-concerns-we-need-to-solve-now
Veletsianos, G., & Houlden, S. (2020). Radical flexibility and relationality as responses to education in times of crisis. Postdigital Science and Education, 2, 849–862. doi: 10.1007/s42438-020-00196-3
Warnock, S. (2013, April). Frequent, low-stakes grading: Assessment for communication, confidence. Faculty Focus. Retrieved from http://info.magnapubs.com/blog/articles/educational-assessment/frequent-low-stakes-grading-assessment-for-communication-confidence/
Weller, M. (2018, July/August). Twenty years of edtech. EDUCAUSE Review, 34-48. Retrieved from https://er.educause.edu/-/media/files/articles/2018/7/er184101.pdf
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. doi: 10.1080/17439884.2020.1761641
Wilton, L., & Brett, C. (Eds.) (2020). Handbook of Research on online discussion-based teaching methods. Hershey, PA, US: IGI Global. doi: 10.4018/978-1-7998-3292-8
Alrwele, N. S. (2017). Effects of infographics on student achievement and students’ perceptions of the impacts of infographics. Journal of Education and Human Development, 6(3), 104-117. doi: 10.15640/jehd.v6n3a12
Arend, B. D. (2007). Course assessment practices and student learning strategies in online courses. Journal of Asynchronous Learning Networks, 11(4), 3-17. doi: 10.24059/olj.v11i4.1712
Barton, D. C. (2020). Impacts of the COVID‐19 pandemic on field instruction and remote teaching alternatives: Results from a survey of instructors. Ecology and Evolution, 10(22), 12499-12507. doi: 10.1002/ece3.6628
Baytiyeh, H. (2018). Online learning during post-earthquake school closures. Disaster Prevention and Management, 27(2), 215-227. doi: 10.1108/DPM-07-2017-0173
Beck, V. (2014). Testing a model to predict online cheating: Much ado about nothing. Active Learning in Higher Education, 15(1) 65-75. doi: 10.1177/1469787413514646
Brown, S., & Sambell, K. (2020). Changing assessment for good: A major opportunity for educational developers. Staff and Educational Development Association. Retrieved https://www.seda.ac.uk/resources/files/Paper%20for%20SEDA%20Changing%20assessment%20for%20good%20a%20major%20opportunity%20for%20educational%20developers.pdf
Burgason, K.A., Sefiha, O., & Briggs, L. (2019). Cheating is in the eye of the beholder: An evolving understanding of academic misconduct. Innovative Higher Education, 44, 203–218. doi: 10.1007/s10755-019-9457-3
Castellanos-Reyes, D. (2020). 20 years of the community of inquiry framework. TechTrends, 64(3), 557-560. doi: 10.1007/s11528-020-00491-7
Cavanaugh, T., Fritz, J., & Golden, C. (2020). Meeting the challenges of remote assessment [Video]. Retrieved from https://er.educause.edu/multimedia/2020/6/meeting-the-challenges-of-remote-assessment
Cleveland-Innes, M., & Ally, M. (2004). Affective learning outcomes in workplace training: A test of synchronous vs. asynchronous online learning environments. Canadian Journal of University Continuing Education, 30(1), 15-35. Retrieved from https://journals.library.ualberta.ca/cjuce-rcepu/index.php/cjuce-rcepu/article/view/20052
Croslin, M, Dellinger, J., Heiser, R., Riviou, K., & Usman, B. (Eds.) (2018). Creating online learning experiences. Mavs Open Press. Retrieved from https://uta.pressbooks.pub/onlinelearning/
Czerniewicz, L. (2020, March 15). What we learnt from “going online” during university shutdowns in South Africa. PhilOnEdTech [blog]. Retrieved from https://philonedtech.com/what-we-learnt-from-going-online-during-university-shutdowns-in-south-africa/
Davis, N. E. (2011). Online and blended learning rolling into New Zealand schools. Computers in New Zealand Schools, 23(1), 101-107. Retrived from https://www.otago.ac.nz/cdelt/otago064432.pdf
Delmas, P.M. (2017). Using VoiceThread to create community in online learning. TechTrends 61(6), 595–602. doi: 10.1007/s11528-017-0195-z
Devine, J.L., Bourgault, K.S. & Schwartz, R.N. (2020). Using the online capstone experience to support authentic learning. TechTrends, 64(4), 606–615. doi: 10.1007/s11528-020-00516-1
Downs, E., Hodges, C.B., & Jones, S.A. (2020). Adapting a graduate-level practicum experience during an emergency response. In R.E. Ferdig, E. Baumgartner, R. Hartshorne, R. Kaplan-Rakowski, & C. Mouza (Eds.), Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 319-321). AACE. Retrieved from https://www.learntechlib.org/p/216903/
Ellis, C., van Haeringen, K., Harper, R., Bretag, T., Zucker, I., McBride, S., …Saddiqui, S. (2020). Does authentic assessment assure academic integrity? Evidence from contract cheating data. Higher Education Research & Development, 39(3), 454-469. doi: 10.1080/07294360.2019.1680956
Farrell, O. (2020). From portafoglio to eportfolio: The evolution of portfolio in higher education. Journal of Interactive Media in Education, 2020(1), 1-14. doi: 10.5334/jime.574
Fawns, T., & Ross, J. (2020, June 3). Spotlight on alternative assessment methods: Alternatives to exams [Teaching Matters Blog]. Retrieved from https://www.teaching-matters-blog.ed.ac.uk/spotlight-on-alternative-assessment-methods-alternatives-to-exams/
Fiorella, L., & Mayer, R. E. (2016). Eight ways to promote generative learning. Educational Psychology Review, 28(4), 717-741. doi: 10.1007/s10648-015-9348-9
Fishman, T. (Ed.) (2014). The fundamental values of academic integrity (2nd ed). The International Center for Academic Integrity. Retrieved from https://www.academicintegrity.org/wp-content/uploads/2017/12/Fundamental-Values-2014.pdf
Flaherty, C. (2020, April 29). Zoom boom. Inside Higher Ed.com. Retrieved from: https://www.insidehighered.com/news/2020/04/29/synchronous-instruction-hot-right-now-it-sustainable
Fougt, S. S., Misfeldt, M., & Shaffer, D. W. (2019). Realistic Authenticity. Journal of Interactive Learning Research, 30(4), 477-504.
Garrison, D. R. (2002). Cognitive presence for effective asynchronous online learning: The role of reflective inquiry, self-direction and metacognition. Elements of Quality Online Education: Practice and Direction, 4(1), 47-58.
Gerido, L., & Curran, M. C. (2014). Enhancing science instruction through student-created PowerPoint presentations. The American Biology Teacher, 76(9), 627-631. doi: 10.1525/abt.2014.76.9.10
Grajek, S. (2020, April 3). EDUCAUSE COVID-19 QuickPoll results: Help for students. EDUCAUSE Review. Retrieved from https://er.educause.edu/blogs/2020/4/educause-covid-19-quickpoll-results-help-for-students
Hanke, U. (2012). Generative Learning. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. Boston, MA, US: Springer. doi: 10.1007/978-1-4419-1428-6_171
Harmon, O. R., Lambrinos, J., & Buffolino, J. (2010). Assessment design and cheating risk in online instruction. Online Journal of Distance Learning Administration, 13(3). Retrieved from https://www.westga.edu/~distance/ojdla/Fall133/harmon_lambrinos_buffolino133.html
Harton, H. C., Aladia, S., & Gordon, A. (2019). Faculty and student perceptions of cheating in online vs. traditional classes. Online Journal of Distance Learning Administration, 22(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter224/hartonaladiagordon224.html
Hew, K. F., & Cheung, W. S. (2012). Student participation in online discussions: Challenges, solutions, and future research. Springer Science & Business Media. doi: 10.1007/978-1-4614-2370-6
Hodges, C. B., & Brill, J. M. (2007). Developing a training program for instructional assistants within a large-scale emporium-based environment: A nine-year evolution towards systemic change. International Journal of Teaching & Learning in Higher Education, 19(1). Retrieved from http://www.isetl.org/ijtlhe/pdf/IJTLHE161.pdf
Hodges, C.B., & Cowan, S.F. (2012). Preservice teachers’ views of instructor presence in online courses. Journal of Digital Learning in Teacher Education, 28(4), 139-145. doi: 10.1080/21532974.2012.10784694
Hodges, C.B., & Folwer, D.J. (2020). The COVID-19 Crisis and faculty members in higher education: From emergency remote teaching to better teaching through reflection. Multidisciplinary Perspectives in Higher Education. 5(1), 118-122.
Hodges, C.B., Moore, S.L., Lockee, B.B., Bond, M.A., & Jewett, A. (2020). An instructional design process for emergency remote teaching. In D. Burgos, A. Tlili, & A. Tabacco (Eds.), Radical solutions for education in a crisis context. Lecture Notes in Educational Technology (pp.37-51). Singapore: Springer Nature. doi: 10.1007/978-981-15-7869-4_3
Hrastinski, S. (2008). Asynchronous & synchronous e-learning. EDUCAUSE Quarterly, 31(4). 51-55. Retrieved from https://er.educause.edu/-/media/files/article-downloads/eqm0848.pdf
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564-569. doi: 10.1007/s11528-019-00375-5
Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198-208. Retrieved from https://jolt.merlot.org/vol8no3/kearns_0912.pdf
Kenyon, A. (2020, March 3). Online student presentations. Duke Learning Innovation. Retrieved from https://learninginnovation.duke.edu/blog/2020/03/online-student-presentations/
Kim, J. (2020, April 8). 5 reasons to stop doing timed online exams during COVID-19 [Learning Innovation Blog]. InsideHigherEducation. Retrieved October 9, 2020 from https://www.insidehighered.com/blogs/learning-innovation/5-reasons-stop-doing-timed-online-exams-during-covid-19
Kocdar, S., Karadeniz, A., Peytcheva-Forsyth, R., & Stoeva, V. (2018). Cheating and plagiarism in e-assessment: Students’ perspectives. Open Praxis, 10(3), 221-235. doi: 10.5944/openpraxis.10.3.873
Kubiszyn, T., & Borich, G.D. (2016). Educational testing and measurement (11th ed.). Hoboken, NJ, US: Wiley.
Lederman, D. (2020, July 22). Best way to stop cheating in online courses? ‘Teach better’. Inside Higher Ed. Retrieved from https://www.insidehighered.com/digital-learning/article/2020/07/22/technology-best-way-stop-online-cheating-no-experts-say-better
Lee-Post, A. & Hapke, H (2017). Online learning integrity approaches: Current practices and future solutions, Online Learning 21(1),135-145. doi: 10.24059/olj.v21i1.843
Lockee, B.B. (2020). Designing forward: Instructional design considerations for online learning in the COVID-19 context [Editorial]. Journal of Applied Instructional Design, 9(3). Retrieved from https://edtechbooks.org/jaid_9_3/design_considerationa
Lowenthal, P. R., & Dunlap, J. C. (2020). Social presence and online discussions: A mixed-method investigation. Distance Education, 41(4). doi: 10.1080/01587919.2020.1821603
Marshall, D. T., Shannon, D. M., & Love, S. M. (2020, September 2). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan. Retrieved from https://kappanonline.org/how-teachers-experienced-covid-19-transition-remote-instruction-marshall-shannon-love/
Martin, F., Polly, D., & Ritzhaupt, A. (2020, September 8). Bichronous online learning: Blending asynchronous and synchronous online learning. EDUCAUSE Review. Retrieved from https://er.educause.edu/articles/2020/9/bichronous-online-learning-blending-asynchronous-and-synchronous-online-learning
Matthews, M.T., Williams, G.S., Yanchar, S.C., & McDonald, J.K. (2017). Empathy in distance learning design practice. TechTrends, 61(5), 486-493. doi: 10.1007/s11528-017-0212-2
McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best practices. Journal of Asynchronous Learning Networks, 16(4), 7-22. Retrieved from https://files.eric.ed.gov/fulltext/EJ982678.pdf
Moore, M. G., & Kearsley, G. (1996). Distance education: A systems view. Belmont, CA, US: Wadsworth Publishing Company.
Ng, J. (2020, July 9). 4 tips for productive online discussions. Edutopia. Retrieved from https://www.edutopia.org/article/4-tips-productive-online-discussions
Palloff, R. M., & Pratt, K. (2008). Assessing the online learner: Resources and strategies for faculty (Vol. 7). Hoboken, NJ, US: Wiley.
Reeves, T. C. (2006). How do you know they are learning? The importance of alignment in higher education.International Journal of Learning Technology, 2(4), 294-309. doi: 10.1504/IJLT.2006.011336
Ross, J., & Macleod, H. (2018). Surveillance, (dis)trust and teaching with plagiarism detection technology. In M. Bajić, N.B. Dohn, M. de Laat, P. Jandrić, & T. Ryberg (Eds.), Proceedings of the 11th International Conference on Networked Learning 2018 (pp. 235–242). Zagreb: Zagreb University of Applied Sciences.
Sambell, K., & Brown, S. (2020). The changing landscape of assessment: Some possible replacements for unseen, time-constrained, face-to-face invigilated exams. Staff and Educational Development Association. Retrieved from https://www.seda.ac.uk/wp-content/uploads/2021/04/Paper-3-The-changing-landscape-of-assessment-some-possible-replacements-for-unseen-time-constrained-face-to-face-invigilated-exams-4.pdf
Samson, P. (2020). The coronavirus and class broadcasts. EDUCAUSE Review, 3. Retrieved from https://er.educause.edu/blogs/2020/3/the-coronavirus-and-class-broadcasts
Schrank, Z. (2016). An assessment of student perceptions and responses to frequent low-stakes testing in introductory sociology classes. Teaching Sociology, 44(2), 118-127. doi: 10.1177/0092055X15624745
Shaffer, D. W., & Resnick, M. (1999). "Thick" authenticity: New media and authentic learning. Journal of Interactive Learning Research, 10(2), 195-216.
Shedletsky, L., & Aitken, J. E. (Eds.) (2010). Cases on online discussion and interaction: Experiences and Outcomes. Hershey, PA, US: IGI Global.
Shi, S., & Morrow, B., V. (2006). E-conferencing for instruction: What works? EDUCAUSE Quarterly, 29(4), 42-49.
Simon, E. (2018, November 21). 10 tips for effective online discussions. EDUCAUSE Review. Retrieved from https://er.educause.edu/blogs/2018/11/10-tips-for-effective-online-discussions
Simulation technology redirects nursing curriculum during COVID-19 (2020, June 9). Yale School of Nursing. Retrieved from https://nursing.yale.edu/news/simulation-technology-redirects-nursing-curriculum-during-covid-19
Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18(2), 69-84.
Smith Budhai, S. (2014, October 27). Maximize in-class time by moving student presentations online. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/teaching-with-technology-articles/maximize-class-time-moving-student-presentations-online/
Sotiriadou, P., Logan, D., Daly, A., & Guest, R. (2020). The role of authentic assessment to preserve academic integrity and promote skill development and employability. Studies in Higher Education, 45(11), 2132-2148. doi: 10.1080/03075079.2019.1582015
Sotola, L.K., & Crede, M. (2020). Regarding class quizzes: A meta-analytic synthesis of studies on the relationship between frequent low-stakes testing and class performance. Educational Psychology Review. doi: 10.1007/s10648-020-09563-9
Tawil, S. (Ed.) (1997). Educational destruction and reconstruction in disrupted societies. Final report and case studies of the workshop held on 15-16 May 1997. Geneva, CH: International Bureau of Education. UNESCO. https://inee.org/system/files/resources/UNESCO_Tawil_Education_Destruction_1997_EN.pdf
Trust, T. (2020, April 2). The 3 biggest remote teaching concerns we need to solve now. EdSurge. Retrieved from https://www.edsurge.com/news/2020-04-02-the-3-biggest-remote-teaching-concerns-we-need-to-solve-now
Veletsianos, G., & Houlden, S. (2020). Radical flexibility and relationality as responses to education in times of crisis. Postdigital Science and Education, 2, 849–862. doi: 10.1007/s42438-020-00196-3
Warnock, S. (2013, April). Frequent, low-stakes grading: Assessment for communication, confidence. Faculty Focus. Retrieved from http://info.magnapubs.com/blog/articles/educational-assessment/frequent-low-stakes-grading-assessment-for-communication-confidence/
Weller, M. (2018, July/August). Twenty years of edtech. EDUCAUSE Review, 34-48. Retrieved from https://er.educause.edu/-/media/files/articles/2018/7/er184101.pdf
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: Digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. doi: 10.1080/17439884.2020.1761641
Wilton, L., & Brett, C. (Eds.) (2020). Handbook of Research on online discussion-based teaching methods. Hershey, PA, US: IGI Global. doi: 10.4018/978-1-7998-3292-8