Factors Influencing the Use of E-Assessment in Engineering Education During Emergency Remote Teaching: A Qualitative Approach

Abstract

The study aims to investigate engineering education instructors' observations and experiences with e-assessment challenges during the COVID-19 pandemic's Emergency Remote Teaching (ERT) period. The study employed a focus group discussion method with a criterion sample of seven instructors from engineering education in a higher education institution. The data gathered was transcribed and analyzed using thematic analysis, which revealed four major themes: benefits, challenges, different types of remote assessment, and recommendations and guidelines for future better practice. The study's findings offer insights into the challenges faced by engineering education instructors during the ERT period, as well as recommendations for future better e-assessment practices.