Participatory learning as a student-centered teaching technique during the COVID-19 pandemic

The study aimed to determine if there is a significant difference between peer and lecturer assessment scores and to explore the relationship between peer assessment scores and the study year of preservice teachers. Furthermore, the study explored the effect of Blackboard Collaborate online group presentations on the development of pedagogical skills of undergraduate pre-service teachers. Two hundred and sixty-two peer and lecturer assessment scores were compared, while 53 students completed the Google form survey. A Wilcoxon signed-rank test showed a statistically significant difference between peer scores and lecturer-moderated scores in different courses. However, the test did not show a statistically significant difference in the course N2. There was a statistically significant negative correlation between the study year and the difference in scores. The data revealed that the group presentations and assessment improved the pedagogical and assessment skills of the pre-service teachers. The findings are expected to inform practitioners about group presentation and peer assessment practices and their potential to improve pedagogical and assessment skills for preservice teachers during a period of crisis such as the COVID-19 pandemic. Practitioner Notes 1. Students improved their presentation and assessment skills (professionalism) as they progress with their studies. 2. Moderation of peer assessment scores by professionals is critical in ensuring that the marks allocated by peers are authentic. 3. Frequent exposure to peer assessment and moderation followed by feedback to the students can significantly improve their pedagogical and assessment skills. 4. Furthermore, the contribution of peer assessment scores to the final score should be minimal due to the significant difference observed between the peer and lecturer scores. © 2023, University of Wollongong. All rights reserved.

Student Perceptions of Covid-19 Induced ELearning in State Universities in Zimbabwe

During the height of the Covid-19 pandemic, the prohibition of gatherings threatened the education process. Learning institutions had to close. Instead, institutions had to opt for virtual teaching methods. This study investigates the implications of coronavirus-induced e-Learning on university education. As such, the main objective of the study was to determine the perceptions of the students about Covid-19-induced eLearning. A survey design with 357 university students underpins the study. The students felt that the e-Learning platforms had interaction limitations and required more resources, making it more expensive. They also perceived face-to-face classes to be better than online classes, negatively affecting their performance. Students experienced challenges with e-Learning platforms, such as lack of electricity, lack of resources and information technology skills, and an unconducive home environment. The study recommends that universities adopt a blended approach, provide students with relevant devices and data, and provide prerecorded lecture audio. The study also recommends that the eLearning platforms be made more user-friendly. Institutions should also provide adequate technical support to lecturers and students to improve the effectiveness of online teaching and learning effectiveness. © 2022 Society for Research and Knowledge Management. All rights reserved.

Constructivist Learning during the COVD-19 Pandemic: Teaching and Assessment Skills in a Post Graduate Certificate of Education Students

The study sought to evaluate the effect of online group presentations on the development of pre-service teachers' pedagogical and assessment skills. The study involved students undertaking the postgraduate Certificate of Education in science course during the COVID-19 pandemic. The study was underpinned by a cross-sectional survey design. Students worked in groups of five to present micro-lessons and assess each other using a rubric prepared by the researcher. In each group, four peers independently assessed each student, and an average mark was calculated. Discussions between students on the strengths and weaknesses of the presentation were held. The researchers moderated the average marks by evaluating the presentations submitted by the students using the same rubric. The researcher gave feedback, highlighting the strengths of the presentations and areas that needed some improvement. Most of the students were of the view that group presentations improved their pedagogical skills and assessment practices. The study recommends the implementation of similar group presentations before teaching practice, as this would help them teach better in the schools. © 2022 IST-Africa Institute and Authors.

The impact of peer-peer learning and student-lecturer interaction on Biology pre-service teachers’ achievements

Because of the outbreak of the COVID-19 pandemic, there was an emergency shift to online learning in tertiary institutions worldwide. Here, I aimed to determine the impact of guided peer-peer interaction on students' achievement. A Biology Achievement Test was used to collect data. I used a quasi-experimental design and analysed the data using the independent sample t-test and one-way ANOVA. A comparison of the experimental group mean marks before and after the lockdown did not reveal significant differences. However, the control group’s mean mark was significantly higher before than during the lockdown period. Before the lockdown, the performance of the experimental group did not show any significant difference with that of the control group. There was a significant difference in performance between the two groups during the lockdown. Lecturer guided interaction had a significant impact while the digital divide did not have a significant impact on students’ performance. © 2021 Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. All rights reserved.