Browsing by Author "Shaheeda, Fathimath"

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    Asian echoes volume one : unveiling higher education in the Maldives, Indonesia, and Malaysia
    (2024) Waheeda, Aishath; Shina, Aishath; Shaheeda, Fathimath; Reesha, Aishath; Moosa, Aishath Dheeba; Muna, Fathimath
    Welcome to a heartfelt exploration of higher education in the enchanting landscapes of the Maldives, the vibrant tapestry of Indonesia, and the dynamic milieu of Malaysia. As you embark on this journey with us, we invite you to step into the corridors of academia and join us in unravelling the stories that shape the educational narratives of these three unique nations. Curiosity and Passion Ignite the Path This venture began as a personal odyssey fuelled by curiosity and passion. Having worn various hats in higher education - from eager student to dedicated lecturer and administrator - I found myself captivated by the intricate mechanisms that breathe life into academic institutions. This book is a testament to the profound impact that quality education and the global exchange of ideas can have on shaping the future. Local Realities, Global Perspectives, and the Art of Bridging In the tapestry of global education, it is essential not only to recognize the challenges and successes that define each country but also to celebrate the individuals navigating this terrain. Our authors, dedicated educators, bring you personal narratives infused with cultural richness, historical context, and the daily triumphs and tribulations that mold the educational landscape. Consider this book as more than a compilation of chapters; think of it as a bridge connecting different perspectives. It is a testament to the power of collaborative learning, an invitation to embrace the unique approaches to higher education, and a recognition of the universal challenges and aspirations that bind educators worldwide. Together, we aim to foster a global dialogue on the evolving nature of higher education. Embark on a Shared Learning Journey As you embark on this shared learning journey, we hope the narratives of educators navigating the complexities of higher education in these three countries will not only inform but also resonate with you. May this exploration ignite a curiosity that extends beyond these pages, prompting you to delve deeper into the transformative power of education in diverse cultural and institutional contexts. Gratitude to Our Authors: The Heartbeat of this Endeavor Lastly, a special note of gratitude extends to the authors whose dedication, expertise, and passion breathe life into these pages. Your insights into the higher education realms of the Maldives, Indonesia, and Malaysia have transformed this project into a rich and enriching experience. Thank you for joining us on this collaborative and personal exploration.
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    Benefits of online assessments in higher education institutions : lessons from covid-19 pandemic
    (INTI International University, 2023) Waheeda, Aishath; Muna, Fathimath; Shina, Aishath; Shaheeda, Fathimath
    The unprecedented wake of COVID-19 pandemic in 2020 forced Higher Education Institutions (HEIs) to move teaching and learning processes to online platforms. Although several studies have investigated aspects of online assessments, the benefits of online assessments have been a scarce area. Thus, the purpose of the current study is to explore the benefits of online assessment in HEIs in the Maldives from the lecturers’ and students’ perspective. This study used mixed methods with triangulation of qualitative and quantitative data. Purposive sampling was used to collect qualitative interview data from full time lecturers (N=30) and students (N=30) from 10 different HEIs and from 11 different disciplines. Data was analyzed using a thematic analysis approach. Simple random sampling was used to collect survey data from 85 lecturers and 312 students. SPSS version 23 was used to analyze the survey data using descriptive statistics. The findings of the study revealed that both lecturers and students found online assessments as an opportunity for self-growth. The data revealed that the lecturers learnt the very basics of technology and pedagogy, a variety of assessment methods and efficient ways of marking test papers and providing feedback to students. Students reported they got more acquainted with ICT basics and research skills. The study showed that online assessments were flexible, convenient and economical. In addition, the psychological issues faced in online assessments were less compared to physical examinations. However, some lecturers highlighted that physical exam answer scripts were easier to mark than online exam answer scripts. In light of the findings, it is recommended to incorporate technology driven pedagogy and assessments in the continuing professional development programs in HEIs so that lecturers are competent and well versed with the contemporary online assessments. In addition, the study implies the room for future programs on online modalities in a more structured manner for the access to higher education across the nation.
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    Challenges in implementing online assessments at Maldivian higher education institutions : lessons from the COVID-19 pandemic
    (Asia Pacific Academy of Science, 2024-01-05) Muna, Fathimath; Waheeda, Aishath; Shaheeda, Fathimath; Shina, Aishath
    The COVID-19 pandemic forced Higher Education Institutions (HEIs) to abruptly adopt online assessments in place of traditional assessments, posing several challenges especially in the developing countries. The purpose of this study was to explore the challenges experienced by lecturers in implementing online assessments at HEIs in the Maldives, during the time of COVID-19 pandemic. Data was collected using qualitative, semi-structured interviews from a purposefully selected sample of 30 lecturers representing eleven different disciplines and ten HEIs in the country. Data was analyzed using thematic analysis method. Findings revealed seven major themes which include difficulties in keeping up with the fast-changing assessment policies; students lack of awareness on institutional assessment policies and procedures; inadequate infrastructure and work-space to deliver online assessment; lack of technological competency of lecturers and students; issues related to work-load and time management; lecturers’ competency in designing online assessments; addressing student diversity; and ensuring academic integrity. In the light of these findings, it is recommended that both students and lecturers need to be made aware of institutional assessment policies, better training needs to be offered for lecturers to enhance their skills in designing and implementing online assessments so that they can offer more authentic online assessments that would enhance academic integrity.
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    Online assessments in Maldivian higher education institutions : challenges faced by students
    (Institutes for Educational Research in NSW, SA and WA, 2023-10) Waheeda, Aishath; Shaheeda, Fathimath; Muna, Fathimath; Shina, Aishath
    The spread of Covid-19 forced many higher education institutions to switch to e-learning using a diverse range of educational platforms. The purpose of this qualitative research is to explore the challenges encountered by Maldivian higher education institutions conducting online assessment during the Covid-19 pandemic, from both lecturer and student perspectives. Semi-structured interviews were used to collect data from a purposively selected sample of full-time lecturers (n=30) and students (n=30) at 10 different higher education institutions in Maldives. Data were analysed using a thematic analysis. Findings revealed that issues related to technical difficulties, Internet connections, and students' lack of basic technological skills as major difficulties faced by students. Inadequate exam space during online assessment was a root cause of other obstacles. In addition issues related to feedback mechanisms, exam stress and anxiety were also revealed. The study concludes with key implications for effective online assessment.