Students' Perspective on E-Learning Assessment Strategies in UK Higher Learning

STUDENTS' PERSPECTIVE ON E-LEARNING ASSESSMENT STRATEGIES
IN THE UK HIGHER LEARNING
By
Contents
Introduction 3 Research Background 3 Research Problem 5 Aim and Objectives 6 Research Questions 7 Research Significance 7 Literature Review 8 Introduction 8 Theoretical Framework 8 Literature Review 10 Assessments in higher learning 10 Perceptions Associated with E-Assessments 12 Types of Assessments 14 Conclusion 17 Methodology 19 Introduction 19 Research Philosophy 19 Research Method 19 Research Design 20 Research Population and Sampling 21 Data Collection 21 Data Analysis 22 Ethical Considerations 23 Limitations 23 References 25
Students' Perspective on E-Learning Assessment Strategies in UK Higher Learning
Introduction
Research Background
Technological advancements in the recent past have presented numerous opportunities to advance learning and teaching processes across all education levels. Among the changes influenced by technology has been the increased adoption of electronic learning (e-learning) as a strategic and, in some cases, primary means of delivering instructional material to students. According to Nie et al. (2020), the availability of advanced and affordable devices coupled with the increased penetration of internet technologies worldwide has led to a high demand for e-learning systems and strategies, especially in higher learning. The United Kingdom's education sector is among the global leaders in online education and e-learning services. Online education has grown in popularity in the country, with about 21% of British people engaged in online learning (Oxford Learning College, 2023). The impact of the COVID-19 pandemic that led to the closure of schools led to an increased appreciation of e-learning, and the changes that led to a surge of remote learning and teaching are likely to persist. According to De Freitas and Oliver (2005), numerous opportunities associated with e-learning have increased the support of such strategies in the education sector through policy changes, training and development of educators, and investment in the technological infrastructure required by both the government and the private sector. Manca and Ranieri (2016) established that the proliferation of e-learning in the UK and the European Union (EU) region is linked to educators' and scholars' positive attitudes and perspectives concerning its adoption in the conventional education system. Furthermore, technology developers are offering innovative solutions that support e-learning by addressing the challenges faced and improving on the existing technologies to offer a seamless experience comparable to that of a physical learning environment. Additionally, Al‐Qahtaniand Higgins (2013) highlights that educators and students have highlighted that e-learning is more effective in expanding the learning experience by increasing access to education, availability of a wide range of learning materials online, and improving communication and cooperation among different stakeholders.
Despite the proliferation of e-learning, various challenges are faced by learners an...