Evaluating Higher Order Thinking Skills (HOTS) During the Covid-19 Pandemic: Lecturers’ Beliefs and Strategies

Didi Sukyadi, Ruswan Dallyono, Lukman Hakim, Eri Kurniawan, Supian Supian, Alexandra L. Lebedeva

Abstract


The Coronavirus pandemic disrupted learning processes in higher education institutions in Indonesia, affecting the relationships and interactions between lecturers and students, and necessitating an understanding of the beliefs and strategies in evaluating Higher Order Thinking Skills (HOTS) during the pandemic. Therefore, this study aims to examine the beliefs and strategies of lecturers in evaluating HOTS during the COVID-19 pandemic using e-learning platforms. This study combines quantitative methods to identify the frequency distributions of key factors and survey lecturers’ beliefs about evaluating student learning outcomes using a Likert Scale. Qualitative methods were used to analyze lecturers’ beliefs and strategies in evaluating HOTS through interviews. This study reveals that learning in the context of HOTS could still be conducted during the pandemic, although there were adjustments in using learning media from offline to online modes. This transition had been challenging for many lecturers, requiring trial, error and learning various available learning media. Initially considered a major problem, over time, lecturers had become accustomed to using technology to support student learning. Lecturers were very optimistic that online learning at the higher education level could be effective, despite requiring adjustments and learning new media, with strategies influenced by their beliefs, teaching philosophy, and the conditions during the pandemic


Keywords


belief, higher education, online teaching, Covid-19 pandemic, teaching strategy

Full Text:

PDF

References


Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020). COVID-19 and E-Learning: the Challenges of Students in Tertiary Institutions. Social Education Research, 2(1), 1–8. https://doi.org/10.37256/ser.212021422

Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180

Admiraal, W., Huisman, B., & Pilli, O. (2015). Assessment in massive open online courses. Electronic Journal of E-Learning, 13(4), 207–216.

Adnan, M. (2020). Online learning amid the COVID-19 pandemic: Students perspectives. Journal of Pedagogical Sociology and Psychology, 1(2), 45–51. https://doi.org/10.33902/jpsp.2020261309

Alsaaty, F. M., Carter, E., Abrahams, D., & Alshameri, F. (2016). Traditional Versus Online Learning in Institutions of Higher Education: Minority Business Students’ Perceptions. Business and Management Research, 5(2). https://doi.org/10.5430/bmr.v5n2p31

Appiah, M., & van Tonder, F. (2018). E-Assessment in Higher Education: A Review. International Journal of Business Management and Economic Research, 9(6), 1454–1460. www.ijbmer.com

Arkoful, V., & Abaidoo, N. (2014). The Role of blended learning, the advantages and disadvantages of its adoption in higher education December 2014. International Journal of Education and Research, 2(12), 397–410. https://www.itdl.org/Journal/Jan_15/Jan15.pdf#page=33

Babu, G. S., & Sridevi, K. (2018). Importance of e-Learning in higher education: A study. International Journal of Research Culture Society, 2(5), 84–88.

Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/https://doi.org/10.1002/hbe2.191

Burac, M. A. P., Fernandez, J. M., Cruz, M. M. A., & Cruz, J. Dela. (2019). Assessing the impact of e-learning system of higher education institution’s instructors and students. IOP Conference Series: Materials Science and Engineering, 482(1). https://doi.org/10.1088/1757-899X/482/1/012009

Cable, J., & Cheung, C. (2017). Eight Principles of Effective Online Teaching: A Decade-Long Lessons Learned in Project Management Education. PM World Journal Eight Principles of Effective Online Teaching, VI(Vii), 1–16. www.pmworldlibrary.net

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Hodges, Charles. Moore, Stephanie. Lockee, Barb. Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Virginia Tech, 27(1), 1–12.

Hollis, R. B., & Was, C. A. (2016). Mind wandering, control failures, and social media distractions in online learning. Learning and Instruction, 42, 104–112. https://doi.org/https://doi.org/10.1016/j.learninstruc.2016.01.007

Hosseini, M. (2017). Replacing Paper-Based Testing with an Alternative for the Assessment of Iranian Undergraduate Students: Administration Mode Effect on Testing Performance. International Journal of Language and Linguistics, 5(3), 78. https://doi.org/10.11648/j.ijll.20170503.13

Joubert, D. M. (2014). Paradigm shift : From traditional to online education. May.

Khan, S., & Khan, R. A. (2019). Online assessments: Exploring perspectives of university students. Education and Information Technologies, 24(1), 661–677. https://doi.org/10.1007/s10639-018-9797-0

Lochner, L., Wieser, H., Waldboth, S., & Mischo-Kelling, M. (2016). Combining traditional anatomy lectures with e-learning activities: how do students perceive their learning experience? International Journal of Medical Education, 7, 69–74. https://doi.org/10.5116/ijme.56b5.0369

Marinoni, G., Land, H. V., & Jensen, T. (2020). The impact of Covid-19 on higher education around the world. In IAU Global Survey Report. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf

Odit-Dookhan, K. (2018). Attitude Towards E-Learning: the Case of Mauritian Students in Public Teis. PEOPLE: International Journal of Social Sciences, 4(3), 628–643. https://doi.org/10.20319/pijss.2018.43.628643

Sadeghi, M. (2019). Manijeh Sadeghi 1. Internasional Journal of Reserach in Englissh (IJREE), March, 80–88.

Samir Abou El-Seoud, M., Taj-Eddin, I. A. T. F., Seddiek, N., El-Khouly, M. M., & Nosseir, A. (2014). E-learning and students’ motivation: A research study on the effect of e-learning on higher education. International Journal of Emerging Technologies in Learning, 9(4), 20–26. https://doi.org/10.3991/ijet.v9i4.3465

Suresh, M., Priya, V., & Gayathri R, G. R. (2018). Effect of e-learning on academic performance of undergraduate students. Drug Invention Today, 10, 1797–1800.

Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3–12. https://doi.org/10.1007/s10833-021-09417-3




DOI: https://doi.org/10.31004/edukatif.v6i4.7503

Article Metrics

Abstract view : 13 times
PDF - 8 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Didi Sukyadi, Ruswan Dallyono, Lukman Hakim, Eri Kurniawan, Supian, Alexandra L. Lebedeva

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.