Preparing students for hybrid working: the place and case for authentic assessment via synchronous online presentations
Preparing students for hybrid working: the place and case for authentic assessment via synchronous online presentations
Today’s students need to be prepared for hybrid working to thrive in the contemporary workplace, and traditional assessment methods need modification to remain fit for purpose. Framing this as our point of departure, we propose that synchronous, online presentations offer an authentic assessment method with significant potential for enhancing student employability. Our essay highlights the benefits of the approach for students, lecturers, and employers while acknowledging the challenges that play out through resistance from universities and students. We conclude with a call for empirical research and stakeholder engagement to facilitate the authentic and impactful deployment of synchronous, online presentations.
Hughes, Helen P.N.
7068d0d3-dd74-4ae1-a850-eb9c984e896a
Padgett, Rebecca C.
1a725100-12f6-4d14-87f1-9d700e41c405
Donald, William E.
0b3cb4ca-8ed9-4a5f-9c10-359923469eec
20 July 2024
Hughes, Helen P.N.
7068d0d3-dd74-4ae1-a850-eb9c984e896a
Padgett, Rebecca C.
1a725100-12f6-4d14-87f1-9d700e41c405
Donald, William E.
0b3cb4ca-8ed9-4a5f-9c10-359923469eec
Hughes, Helen P.N., Padgett, Rebecca C. and Donald, William E.
(2024)
Preparing students for hybrid working: the place and case for authentic assessment via synchronous online presentations.
Industry and Higher Education.
(doi:10.1177/09504222241266163).
Abstract
Today’s students need to be prepared for hybrid working to thrive in the contemporary workplace, and traditional assessment methods need modification to remain fit for purpose. Framing this as our point of departure, we propose that synchronous, online presentations offer an authentic assessment method with significant potential for enhancing student employability. Our essay highlights the benefits of the approach for students, lecturers, and employers while acknowledging the challenges that play out through resistance from universities and students. We conclude with a call for empirical research and stakeholder engagement to facilitate the authentic and impactful deployment of synchronous, online presentations.
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Accepted/In Press date: 13 June 2024
e-pub ahead of print date: 20 July 2024
Published date: 20 July 2024
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Local EPrints ID: 492213
URI: http://eprints.soton.ac.uk/id/eprint/492213
ISSN: 0950-4222
PURE UUID: 55fd5e6c-d45c-4852-a066-8e655b67c3f5
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Date deposited: 22 Jul 2024 16:38
Last modified: 01 Aug 2024 02:09
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Author:
Helen P.N. Hughes
Author:
Rebecca C. Padgett
Author:
William E. Donald
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