Assessing Distance Learning in Higher Education during the COVID-19 Pandemic

<table class="table-group" id="tab6"><tr><td><table class="table"><tr><td class="thead-hr" colspan="2"><hr/></td></tr><tr class="thead"><td class="align_left">Tasks</td><td class="align_center">Percentage</td></tr><tr><td class="thead-hr" colspan="2"><hr/></td></tr><tr><td class="align_left">Submitting resources (courses, practical work, tutorials, corrections, etc.)</td><td class="align_center">94</td></tr><tr><td class="align_left">Providing video conference courses</td><td class="align_center">53.8</td></tr><tr><td class="align_left">Project management</td><td class="align_center">49.7</td></tr><tr><td class="align_left">Evaluating students (quizzes, homework, etc.)</td><td class="align_center">43.7</td></tr><tr><td class="align_left">Establishing a training program (resources and activities scheduled over time)</td><td class="align_center">41.2</td></tr><tr><td class="align_left">Ensuring the defense of projects (PFA, PFE, etc.)</td><td class="align_center">14.6</td></tr><tr class="table-tr"><td colspan="2"><hr class="tbody-hr"/></td></tr></table></td></tr></table>

<div>Reasons behind the use of distance learning platforms.</div>

Education Research International

tab6

Table 6

Table 6: Assessing Distance Learning in Higher Education during the COVID-19 Pandemic 