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Radical Solutions for Education in AfricaGathering Expert Opinions on Self-directed Learning and Online Assessment Using OER—A Delphi Approach for Redesigning Student Assessments

Radical Solutions for Education in Africa: Gathering Expert Opinions on Self-directed Learning... [Self-directed learning encourages students to take responsibility for their learning. This can be achieved through greater access to educational resources and providing students with necessary scaffolding to engage knowingly with the learning content and with facilitators. In the past, summative assessment approaches have not adequately supported the goals of self-directed learning. In contrast, continuous and/or formative assessment—that focuses on assessment for learning, assessing learning over time and provides the student with greater ownership and opportunity for demonstrating individual strengths. In parallel, over the past two decades, different global educational initiatives have broadcast widely about how and why educators should consider using and developing open educational resources but the uptake of these has remained sluggish. Instead, as we witnessed during the pandemic, education stakeholders remained majorly concerned with immediate access to online learning content and assessments, mainly in the form of high-stake summative tests and examinations. This study aimed at regrouping OER experts and champions of open educational practices (OEP) and garnered their views on how to address assessment in higher education institutions in future so that it better responds to the twenty-first-century workforce, while allowing for nurturing the individual strengths of the self-directed learner. Using a modified Delphi approach with 2 rounds of feedback, the study gathered consensus from the expert OER panel on (i) the educational changes required to promote and acknowledge self-directed learning, (ii) how to harness OER and OEP for bringing about this change and thus (iii) how to propose an assessment framework for self-directed learning using open pedagogies for higher education. ] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Radical Solutions for Education in AfricaGathering Expert Opinions on Self-directed Learning and Online Assessment Using OER—A Delphi Approach for Redesigning Student Assessments

Part of the Lecture Notes in Educational Technology Book Series
Editors: Burgos, Daniel; Olivier, Jako
Gunness, Sandhya; Tarling, Isabel; Haipinge, Erkkie
Radical Solutions for Education in Africa — Aug 3, 2021
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References (34)

Publisher
Springer Singapore
Copyright
© The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2021
ISBN
978-981-16-4098-8
Pages
59 –86
DOI
10.1007/978-981-16-4099-5_4
Publisher site
See Chapter on Publisher Site

Abstract

[Self-directed learning encourages students to take responsibility for their learning. This can be achieved through greater access to educational resources and providing students with necessary scaffolding to engage knowingly with the learning content and with facilitators. In the past, summative assessment approaches have not adequately supported the goals of self-directed learning. In contrast, continuous and/or formative assessment—that focuses on assessment for learning, assessing learning over time and provides the student with greater ownership and opportunity for demonstrating individual strengths. In parallel, over the past two decades, different global educational initiatives have broadcast widely about how and why educators should consider using and developing open educational resources but the uptake of these has remained sluggish. Instead, as we witnessed during the pandemic, education stakeholders remained majorly concerned with immediate access to online learning content and assessments, mainly in the form of high-stake summative tests and examinations. This study aimed at regrouping OER experts and champions of open educational practices (OEP) and garnered their views on how to address assessment in higher education institutions in future so that it better responds to the twenty-first-century workforce, while allowing for nurturing the individual strengths of the self-directed learner. Using a modified Delphi approach with 2 rounds of feedback, the study gathered consensus from the expert OER panel on (i) the educational changes required to promote and acknowledge self-directed learning, (ii) how to harness OER and OEP for bringing about this change and thus (iii) how to propose an assessment framework for self-directed learning using open pedagogies for higher education. ]

Published: Aug 3, 2021

Keywords: Self-directed learning; Online assessment; Open educational practices; Open educational resources; Twenty-first-century skills

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