3. To what extend did you use digital technology for your lessons before pandemic? Please state your agreement

4. To what extend do you use digital technology for your lessons now? Please state your agreement
Agreement 1-5



The descriptions
Fully online (Full Digi) = the student completes the course entirely online. Does not require attendance on campus
Blended learning = Blended learning can include many different synchronous and asynchronous. teaching methods. The learning environment consists of a mix of online environments and face to face/in person teaching.
Hybrid learning = In hybrid teaching, participants are simultaneously present in the same classroom or remotely over a network connection
Face to face/in person instruction = Traditional teaching in a classroom or other physical environment, where the student participates in lectures, practice groups, seminars, exams, discussions, for example.
What delivery modes have you used in your teaching practices before the pandemic?
Frequency 1-5
Which digital teaching modes do you use now?
Frequency 1-5
10. What teaching methods have you used in digital teaching?
Frequency 1-5


Formative evaluation is used to modify or improve products, programmes, or activities, and is based on feedback obtained during students’ planning and development, whereas summative evaluation is at the conclusion of an activity or plan, to determine its effectiveness. (Bloom et al., (1971) Further the evaluation may be divided for the purpose of evaluation (formative or summative), type of evaluation objectives (cognitive, affective, behavioral, impact), level of evaluation (reaction, learning, behaviour,organisational impact), type of instructional objectives (declarative knowledge, procedural learning, attitudes), type of instructional delivery (classroom-based, technology-based, mixed), and size and type of participant groups (individual, small group, whole group) Eseryel (2002, 96). Students’ self-assessment approaches may be categorized into assessment of learning, assessment for learning, and assessment as learning Draycott et al. (2011)