TITLE:
Case of Contingent Digital Practices and Attendant Asset-Based Risk Mitigation Framework for Learning and Assessment during the COVID-19 Pandemic
AUTHORS:
Anthony Rodrigues, Solomon Ogara, Silvance Abeka, Newton Masinde
KEYWORDS:
Remote Learning, Digital Practices, Online Examinations, Asset-Based Analysis
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.12 No.2,
February
27,
2024
ABSTRACT: Universities
world-wide faced unprecedented disruption to teaching and learning as a result of
the COVID-19 pandemic. Whereas the shift to remote learning might have been
smooth, despite the lack of preparedness of some institutions, the conduct of
online examinations has remained a severe challenge and most limiting in the
capacity of digital space. Remote learning was
contingent on the availability and use of tools or systems in a manner hardly
classifiable as meeting the norms of digital pedagogy. The aim of this paper is to develop an asset-based risk
mitigating framework for the challenges of conducting examinations online in
order to maintain the momentum of the academic calendar year and preclude
prolonged delay in the completion of studies. This case study draws from
international and national sources, and internal data sampled from a public
university in Kenya. An initial pilot with a relatively smaller cohort of final
year students, concerned with graduation, had challenges, but not to the extent
of those challenges faced with the rest of the cohorts with regard to the
online examinations. A detailed asset-based risk
framework is developed to mitigate the risks, from an institutional, human resource
and technical perspective, for the medium to long term. This will help the
institution move towards digital pedagogy rather than simply enhanced digital
practices. For the short-term case, a 3D risk-based decision tool is
derived taking into account whether; areas are locked down or not spatially;
exams should be conducted physically or online; and devices to access the
Moodle (LMS) platform should be restricted to minimum specification levels or
not (i.e., use of android-based smart phones). The compulsory use of minimum
specification devices such as laptops and/or PCs with web-cams by students that can be used
with browser-locks and proctoring software, duly integrated with the LMS, thus
increasing the level of success in rolling out online examinations is not a
feasible option. In public institutions therefore, given the varied
socio-economic students’ background country wide, inclusivity is a key policy
issue in the implementation of higher levels of technology mediation in the
conduct of online examinations.