Abstract

The literature on students registered in the Open Distance and e-Learning (ODeL) institutions suggests many obstacles related to their summative-driven assessments, which give insufficient time for study, difficulties in access and use of innovative assessment tools, ineffective feedback, and lack of feedback of study materials. These challenges lead students to learn just enough to get grades without understanding the topics or acquiring knowledge and skills. On the other hand, massive Open Online Courses (MOOCs) give students, who have to fulfil multiple roles and are affected by the barriers of distance, cost and time, an opportunity to pursue their studies online. This chapter employed humanistic learning theory (HLT) to present a variety of digital teaching and learning tools that enable assessment suitable for a large number of students in the ODeL MOOCs. Humanistic learning theory emphasises a shift towards considering students, their characteristics, and their influence on learning. In addressing the gap created by assessments that were not focused on the specific human capabilities, including creativity, personal growth, and choice, this chapter first presents principles of HLT linking them with the form of assessments in MOOCs. Secondly, the ways to assess a large number of students in ODeL MOOCs are outlined. Lastly, various digital tools that can assess a large number of students are discussed, considering students as sources of authority.

Highlights

  • Millions of higher education students are taking distance education courses from different institutions around the world

  • This chapter put forward the principles of Humanistic Learning Theory (HLT) in related forms of assessments in Open Distance and e-Learning (ODeL) massive Open Online Courses (MOOCs)

  • Their study of investigating the reliability and validity of peer grading found high levels of agreement between student-assigned scores and teacher-assigned scores measured by the correlation coefficients, which support the validity of peer grading in the MOOC context

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Summary

Introduction

Millions of higher education students are taking distance education courses from different institutions around the world. Qayyum and Zawacki-Richter (2019) [1] confirmed that 23 million students enrolled in distance education courses from institutions in the twelve countries. This increase in enrolment calls for a paradigm shift to meet the needs of assessments. Maslow [6] emphasised that HLT encourages innovation and creativity while purporting that every student is responsible for their learning and the learning of those around them. Against this background, this chapter highlights the link between HLT and Open Distance and e-Learning (ODeL) assessment, where students need to engage in self and peer assessment activities.

The humanistic assessments in ODeL MOOCs
Principles of HLT linked with forms of assessments in MOOCs
Student choice
The importance of self-evaluation
A safe learning environment
Self-assessment
Peer-assessment
Summative assessment
What are innovative tools to assess a large number of students in ODeL MOOCs?
Discussion
Discussion forums
E-portfolio
Game-based assessment
Conclusions

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