“Lack of engagement. Easier to be distracted and not pay attention when attending online learning.” The change in learners’ engagement was perhaps most consequential when it came to a vital tool of trade for educators: their course materials. One of the major adjustments educators made during the transition was to increase engaging content and interactive material within the courses with the objective of more participation, interest, and attentiveness. "We need to be more conversant with the different online gamification tools; lessons cannot be too boring.” “To include videos, games and audio to maintain the learner's interest.” “Shorter classes that are focused on those parts of the lesson that call for engagement, e.g., presentation, critique and discussion.”
4.2.3. On TPs/HEI Impact on development/procurement of online programs In the same vein, a large number of respondents reported an increased workload to convert face-to-face content to be compatible with the new online format. They also needed to spend more time creating new content and sourcing for external content. “More work to prepare on online materials (may have to produce videos and electronic learning materials).” "We provided video (non-interactive) ahead of virtual interactive session... it is double the effort for the educator." "Going through all learning material, make necessary change to make material fits the online learning." Respondents also reported needing to adjust the assessment portions of the courses, again converting existing formative and summative assessments to be compatible with online platforms, or changing the assessment methods completely to make it more relevant to the learners. "Switching from Paper Examinations to Graded Assignments (new rubrics, assessment points, submissions)." "Assessment, no point having it closed book and testing content. Needs to be problem based or assessing very high levels of thinking." "Use of project-based assessments/graded assignments instead of written papers." This finding also suggests that many courses were internally developed or converted by the educators themselves, and this can be corroborated by an item in our survey that asked respondents about how their organisations were developing their online courses and course materials. On average, about 42% of 28
