The effect of simultaneous and asynchronous online assessment methods on the teaching-learning process: A case study of Lorestan University

Abstract

The purpose of this study was to investigate the effect of simultaneous and asynchronous online assessment methods on the teaching-learning process. The present study was applied in terms of purpose, research method of consecutive exploratory type and survey collection method. The statistical population in the qualitative section included professors of Lorestan University and using targeted sampling, 20 interviews with 20 experts were conducted until information saturation. The statistical population in the quantitative section included students (9304 people) and professors (322 people) of Lorestan University, of which 369 students and 175 professors were selected as a statistical sample. The data collection tool in the present study was a semi-structured interview and a researcher-made questionnaire. Thematic analysis and structural equation modeling were used to analyze the research data. Findings showed that simultaneous and asynchronous online assessment methods have a positive and significant effect on teaching and learning processes of Lorestan University students. However, simultaneous online assessment method has a greater impact on the learning process and asynchronous online assessment method has a greater impact on the teaching process. Due to the positive effect of both evaluation methods on the teaching-learning process, faculty members of Lorestan University can use both methods to evaluate students.

Keywords

• evaluation methods
• simultaneous online evaluation
• asynchronous online evaluation
• virtual education
• learning
• teaching