Abstract
The pandemic crisis has forced the development of teaching and evaluation activities exclusively online. In this context, the emergency remote teaching (ERT) process, which raised a multitude of problems for institutions, teachers, and students, led the authors to consider it important to design a model for evaluating teaching and evaluation processes. The study objective presented in this paper was to develop a model for the evaluation system called the learning analytics and evaluation model (LAEM). We also validated a software instrument we designed called the EvalMathI system, which is to be used in the evaluation system and was developed and tested during the pandemic. The optimization of the evaluation process was accomplished by including and integrating the dashboard model in a responsive panel. With the dashboard from EvalMathI, six online courses were monitored in the 2019/2020 and 2020/2021 academic years, and for each of the six monitored courses, the evaluation of the curricula was performed through the analyzed parameters by highlighting the percentage achieved by each course on various components, such as content, adaptability, skills, and involvement. In addition, after collecting the data through interview guides, the authors were able to determine the extent to which online education during the COVID 19 pandemic has influenced the educational process. Through the developed model, the authors also found software tools to solve some of the problems raised by teaching and evaluation in the ERT environment.
Highlights
During the pandemic crisis, governments from various countries decided to force the closure of educational institutions and universities by implementing new learning models that could help the education sector to continue its work exclusively online
EvalMathI was tested according to the evaluation process, and the results indicate that it is a responsive dashboard
In order to establish the component elements of the input data for the learning analytics block, data collected from the learning activities and data that evaluate the activities carried out on various platforms were analyzed on the basis of the project POCU 12596, implemented by the authors as project managers at the University of Petrosani, and financed by the European Commission through the Romanian Operational Program Human
Summary
Governments from various countries decided to force the closure of educational institutions and universities by implementing new learning models that could help the education sector to continue its work exclusively online. Several types of teaching were adopted, including mobile learning and blended learning. According to UNESCO, only 20% of countries globally were equipped with online teaching devices and programs before the pandemic [1]. In the academic year of 2020/2021, a pandemic year, the world’s universities were forced, in most cases, to cancel face-to-face courses and to use online education. The responses of European countries differed, and online education took place to varying degrees—25%, 50%, 75%, or 100%, depending on local conditions. Alternating distance learning with present or face-to-face learning (F2F) has been the subject of several studies [2,3]
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