Featured article

Observations and Characteristics of Transforming to Online Teaching and Learning

As part of this Pandemic Pedagogy Series, this section gives an overview of some of the cornerstones of teaching in the new norm.

It provides a discussion of some key elements of online learning such as online assessments and importance of feedback. Furthermore, our academics also suggest the need to adjust students’ perceptions of online assessments to promote acceptance of this aspect of teaching and learning in the new norm.

1. Transitioning to Online Teaching during the COVID-19 Pandemic

By Kalpana Das

This reflective essay, written by Kalpana Das, a Biology teacher in the South Australian Certificate of Education (SACEi) programme where she explores four major themes addressed during the T4 Conference - The New Normal: Education Post COVID-19 in May 2020 which are wellbeing, collaboration, leadership and technology.

The conference provides a global perspective through the lens of teachers amidst the disruption posed by the COVID-19 pandemic. 

2. A Comparison of Academic Performance among Pre-University Accounting Students: Face-to-Face Delivery Mode Versus Online Learning

By Chin Sok Fun

This study compares the academic performance of students in two delivery modes: face-to-face and online. 

Results of a paired t-test demonstrate that student performance in unsupervised assessments is better than in supervised assessments regardless of the delivery mode and that there is no statistically significant difference in the academic performance of students in unsupervised assessments in either delivery mode.

This study provides empirical evidence that delivery mode is not the primary reason affecting students’ academic performance and provides feedback to the educators and policy maker when designing effective assessment tools in the digital era education.

3. A Case Study on Student Perception of Online Examinations during the COVID-19 Pandemic and Lockdown

By Liew Wai Yee

This case study explores students' perceptions of online examinations. It investigates the potential for using student feedback in the enhancement of the assessment. 

Findings determine that students’ online learning experiences and familiarity with online tools are key factors in influencing their perception of online examinations and that some students do not prefer a fully online examination system.

As a reflection, more integration of computer aided or web-based learning in daily lesson plans is suggested to better equip our students for this new norm. Enhancement of the online examination systems is also necessary to prepare for possible future pandemics.