ABSTRACT
Technology bring possibility to conduct focus group discussion (FGD) virtually, especially during COVID-19. Online FGD conducted to explore needs assessment to design an effective drug prevention program among high-risk youth. 10 Online FGD within 5 participant for each group conducted involving youths from high-risk areas. Sessions recorded with the participants' consent. Online FGD provides flexibility of time and venue, and widens the opportunity to gather more in-depth data. However, online FGD might cause the interactions less dynamic. Thus, it calls for future studies on the effectiveness of online focus group discussion as compared to the conventional face-to-face method. Copyright © 2022 Wolters Kluwer Medknow Publications. All rights reserved.
ABSTRACT
The Covid-19 epidemic has transformed the educational scene, hence altering the learning experience of students. The traditional face-to-face classroom has evolved into a synchronous online mode that requires minimum technology literacy. Their capability for absorption of information may be compromised under massive scenarios encountered throughout the acquisition of information. This article examines the function of alternative assessment in structured learning activities with the goal of deconstructing their learning competence and fostering complex interaction. The research focuses on the relationship between numerous aspects and students' online learning experiences, notably during the pandemic. An online survey was performed with 312 respondents who utilised the Blackboard online learning platform and a PLS-SEM analysis indicated that an alternative assessment mediated the relationship of learning readiness, student engagement, and student motivation toward student learning experience simultaneously. In conclusion, our study reinforces the vital need of addressing the mediator role of alternative assessment to enhance the learning experience and, hence, success in online classes. © 2021. All Rights Reserved.