Online assessment in higher education during the COVID-19

  1. Souto-Romero, Mar 1
  2. Arias-Oliva, Mario 2
  3. Lima Rua, Orlando 3
  4. Pérez-Portabella, Antonio 4
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

  2. 2 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

  3. 3 Instituto Politécnico do Porto
    info

    Instituto Politécnico do Porto

    Oporto, Portugal

    ROR https://ror.org/04988re48

  4. 4 Universitat Rovira i Virgili
    info

    Universitat Rovira i Virgili

    Tarragona, España

    ROR https://ror.org/00g5sqv46

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Journal:
Journal of Management and Business Education

ISSN: 2605-1044

Year of publication: 2024

Issue Title: Forthcoming

Volume: 7

Issue: 2

Pages: 207-219

Type: Article

DOI: 10.35564/JMBE.2024.0012 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Journal of Management and Business Education

Abstract

The COVID-19 pandemic has accelerated the digital transformation of education, prompting universities worldwide to swiftly transition to online and blended learning environments. The adaptation process to online education varies depending on several factors, including the level of digitalization and technological penetration in each country, the availability of technologies at universities, and the digital skills of students and staff. Additionally, the specific field of knowledge influences the adaptation process, with differences observed between disciplines such as health sciences and humanities. In this study, we conduct an exploratory qualitative analysis on how universities have responded, specifically focusing on the coordinators of Master’s programs in Spain in the specific area of assessment. This unprecedented situation has forced educators and institutions to rethink their assessment strategies and adapt to a new educational landscape. The insights gained from this study could provide valuable guidance for future crises and contribute to the ongoing discourse on the role of digital technologies in education in general, and in assessment in particular.

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Data source: Dialnet