Transforming digital learning and assessment strategies in higher education

Udan Kusmawan

doi:10.31893/multirev.2025016

Keywords:

digital learning technology

online assessments

educational innovation

artificial intelligence in education

virtual reality learning

Abstract

This study proposes a transformative approach to integrate modern technology and online assessments in higher education, emphasizing the shift from traditional methods to advanced-conceptualized digital platforms. It explores the potential of technologies such as artificial intelligence (AI), virtual reality (VR), and mobile applications to reshape education by offering scalability, real-time feedback, and personalized learning experiences. These technologies provide opportunities to create immersive learning environments and enable students to engage with content more interactively. Through a survey conducted with 367 sophomores from four faculties at Universitas Terbuka, digital readiness, challenges, and expectations were assessed. The survey results indicated a diverse range of digital proficiency among students, highlighting both strengths and areas needing improvement in digital skills. Preliminary findings indicate significant differences in digital readiness and expectations for interactive and flexible learning environments among faculties. Students from technology-oriented faculties exhibited higher readiness and adaptability to digital tools compared to those from humanities and social sciences faculties. The study underscores the need for targeted strategies to enhance digital competencies and support systems, ensuring equitable access to digital learning tools. Additionally, it identifies key barriers such as limited access to reliable internet and insufficient digital literacy training, which must be addressed to fully realize the benefits of online education. For instance, students reported difficulties in accessing advanced educational software due to limited bandwidth, which impacts the efficacy of online learning platforms. These insights provide practical recommendations for educators, developers, and policymakers to optimize digital learning experiences and address emerging educational challenges, setting the stage for future transformative practices in higher education. The findings advocate for a comprehensive institutional policy that promotes continuous digital skills development and infrastructure investment to support inclusive and innovative learning experiences.
References
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2. B. Dinoy, R., & A. Bantilan, F. M. (2023). Perception and Satisfaction on Flexible Learning Approach to Student’s Academic Achievement. International Journal of English Literature and Social Sciences, 8(3), 482–486. https://doi.org/10.22161/ijels.83.74
3. Brink, H., Packmohr, S., & Paul, F. H. (2022). Overcoming Barriers to Digital Transformation – Development of a Decision Matrix. Lecture Notes in Business Information Processing, 463 LNBIP, 67–82. https://doi.org/10.1007/978-3-031-20706-8_5
4. Chan, T., Abou-Issa, R., Kim, G., Kruger, N. K., Wong, D., Zu, M. K., Bowne, J., Hellyer, K., Huhtanen, A., & Cham, K. M. (2023). Digital Technologies Easing the Learning Curve in the Transition To Practicum. Journal of Information Technology Education: Innovations in Practice, 22, 91–107. https://doi.org/10.28945/5156
5. Dikilitas, K., & Fructuoso, I. N. (2023). Conceptual framework for flexible learning design: The Context of flipped classroom. In Conceptual framework for flexible learning design: The Context of flipped classroom. https://doi.org/10.31265/usps.267
6. Elkington, S., & Chesterton, P. (2023). The (dis)continuities of digital transformation in flexible assessment practice: Educator perspectives on what matters most. Studies in Technology Enhanced Learning, 3(2), 1–16. https://doi.org/10.21428/8c225f6e.ef49a881
7. Fenta, B. (2022). The Effect of Implementation of Continuous Assessment in Practical and Theoretical Class for Sport Science Students. International Journal of Sports and Exercise Medicine, 8(3), 1–7. https://doi.org/10.23937/2469-5718/1510222
8. García Zare, E. J., Soto Abanto, S. E., Rodriguez Paredes, N. P., Merino Salazar, T. del R., Pagador Flores, S. E., Baldárrago Baldárrago, J. L., Salas-Ruiz, J. A., & Mejía Pardo, P. I. (2023). Technological Devices and Digital Competences: A Look into the Digital Divides for University Continuity during the COVID-19 Pandemic. Sustainability (Switzerland), 15(11). https://doi.org/10.3390/su15118494
9. Ghalia, N. H., & Karra, S. Y. (2023). Teacher Readiness and Learner Competency in Using Modern Technological Learning Spaces. Sustainability (Switzerland), 15(6). https://doi.org/10.3390/su15064928
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11. Hearn, P., Elias, L., & Ganescu, E. (2023). “Learning as a Strategy” for Better EU Policy Understanding and Implementation in the Digital Era. Digital Society, 2(2), 1–25. https://doi.org/10.1007/s44206-023-00037-3
12. Houghton, N., Williams, L., Baptista, A., Thakerar, V., & Dharmarajah, A. (2023). Digital clinical placements: Student perspectives and preparedness for placements. Clinical Teacher, 20(1), 1–8. https://doi.org/10.1111/tct.13558
13. Iberahim, N. A., & Sulaiman, N. A. (2023). An Investigation on Students-Instructors’ Interaction in Online Learning Environment: A Survey among ESL Students. International Journal of Academic Research in Business and Social Sciences, 13(5), 1395–1403. https://doi.org/10.6007/ijarbss/v13-i5/17155
14. Jacka, L., & Lindsay, J. (2022). Flexible Learning and the Virtual Campus. ASCILITE Publications, e22154. https://doi.org/10.14742/apubs.2022.154
15. Kedia, P., & Mishra, L. (2023). Exploring the factors influencing the effectiveness of online learning: A study on college students. Social Sciences and Humanities Open, 8(1), 100559. https://doi.org/10.1016/j.ssaho.2023.100559
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17. Ling, K. C., Cheng, M. L. S., Ling, A. Y. M., Sin, C. K., & Li, Z. (2023). Readiness of Digital Transformation among Malaysian Digital Talents. International Journal of Business and Management, 18(4), 161. https://doi.org/10.5539/ijbm.v18n4p161
18. M. Khairul Anam, Prayogo, I., Susandri, Efendi, Y., & Nurjayadi. (2023). Analysis of User Readiness Using the TRI Model for Smart School Implementation in the City of Pekanbaru. Jurnal RESTI (Rekayasa Sistem Dan Teknologi Informasi), 7(3), 592–601. https://doi.org/10.29207/resti.v7i3.4772
19. Massola, G. (2001). Chapter 16: use of digital devices to promote inclusion and autonomy in learning. In Curriculum and technology.
20. Rachmawati, N. R. T. (2023). Challenges faced by SMP Dharma Wanita 17 Wonoayu in the implementation of education digitalization. Formosa Journal of Sustainable Research, 2(5), 1123–1138. https://doi.org/10.55927/fjsr.v2i5.4050
21. Nair, B. B., & Solanki, S. (2023). Student perceptions of knowledge management and institutional readiness for online classes amid Covid-19 pandemic. Knowledge Management and E-Learning, 15(2), 287–302. https://doi.org/10.34105/j.kmel.2023.15.016
22. Oladele, J. I., & Ndlovu, M. (2021). A review of standardized assessment development procedure and algorithms for computer adaptive testing: Applications and relevance for fourth industrial revolution. International Journal of Learning, Teaching and Educational Research, 20(5), 1–17. https://doi.org/10.26803/ijlter.20.5.1
23. Ormilla, R. C. G., & Dupra, E. B. (2023). Readiness of Higher Education Institutions for Horizontal Typology, Institutional Sustainability and Quality Assurance. European Journal of Educational Research, 12(2), 881–890. https://doi.org/10.12973/eu-jer.12.2.881
24. Pérez-Garcias, A., Ferrer, G. T., Moral, S. V., & Darder-Mesquida, A. (2022). Flexible Learning Itineraries in Digital Environments for Personalized Learning in Teacher Training. RIED-Revista Iberoamericana de Educacion a Distancia, 25(2), 173–193. https://doi.org/10.5944/ried.25.2.32326
25. Polovkova, T. V. (2023). Technological readiness of teachers: a foreign literature review. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 29(1), 31–38. https://doi.org/10.34216/2073-1426-2023-29-1-31-38
26. Ramos, Z. C., & Reginalde, C. R. (2023). Flexibility in learning management and technologypreparedness among faculty members in higher educationinstitutions. BOHR International Journal of Advances in Management Research, 2(1), 37–47. https://doi.org/10.54646/bijamr.2023.15
27. Saldivar, J. R. V., Fontila, M. L., Rogayan, D. V., Deymos, M. R., & Monje, S. J. R. (2022). Factors for Successful Science Learning in a Flexible Mode amid Covid-19 Educational Disruption: Students’ Assessment. Jurnal Penelitian Dan Pembelajaran IPA, 8(2), 205. https://doi.org/10.30870/jppi.v8i2.15125
28. Sarva, E., Lāma, G., Oļesika, A., Daniela, L., & Rubene, Z. (2023). Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective [Desarrollo de las competencias digitales del estudiante en el campo educativo: perspectivas del estudiante y de los interesados]. Sustainability, 15(9895), 1–16.
29. TURSYNOVA, T. T., SAGINOV, K. M., & BAKHISHEVA, S. M. (2023). Application of adaptive learning technology in the educational process. Habaršy, 2(94), 98–112. https://doi.org/10.52512/2306-5079-2023-94-2-98-112
30. Uthman, N. K., & Maat, S. M. (2023). Sorotan Literatur Bersistematik: Cabaran Penggunaan Teknologi untuk Pengajaran dan Pembelajaran Matematik dalam Kalangan Pelajar dan Guru. Jurnal Dunia Pendidikan, 4(4), 190–203. https://doi.org/10.55057/jdpd.2022.4.4.16
31. Xie, Y., Huang, Y., Luo, W., Bai, Y., Qiu, Y., & Ouyang, Z. (2022). Design and effects of the teacher‒student interaction model in the online learning spaces. Journal of Computing in Higher Education, 35(1), 69–90. https://doi.org/10.1007/s12528-022-09348-9
32. Zheng, F. (2022). Personalized Education Based on Hybrid Intelligent Recommendation System. Journal of Mathematics, 2022. https://doi.org/10.1155/2022/1313711
33. Zheng, L., Zhong, L., & Fan, Y. (2023). An immediate analysis of the interaction topic approach to promoting group performance, knowledge convergence, cognitive engagement, and coregulation in online collaborative learning. Education and Information Technologies, 28(8), 9913–9934. https://doi.org/10.1007/s10639-023-11588-w
34. Zine, M., Harrou, F., Terbeche, M., Bellahcene, M., Dairi, A., & Sun, Y. (2023). E-Learning Readiness Assessment Using Machine Learning Methods. Sustainability (Switzerland), 15(11), 1–22. https://doi.org/10.3390/su15118924

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Kusmawan, U. (2024). Transforming digital learning and assessment strategies in higher education. Multidisciplinary Reviews, 8(1), 2025016. https://doi.org/10.31893/multirev.2025016

[1] Al-Bahadli, K. H., Al-Obaydi, L. H., & Pikhart, M. (2023). The Impact of the Online Project-Based Learning on Students’ Communication, Engagement, Motivation, and Academic Achievement. Psycholinguistics , 33(2), 217–237. https://doi.org/10.31470/2309-1797-2023-33-2-217-237

[2] B. Dinoy, R., & A. Bantilan, F. M. (2023). Perception and Satisfaction on Flexible Learning Approach to Student’s Academic Achievement. International Journal of English Literature and Social Sciences, 8(3), 482–486. https://doi.org/10.22161/ijels.83.74

[3] Brink, H., Packmohr, S., & Paul, F. H. (2022). Overcoming Barriers to Digital Transformation – Development of a Decision Matrix. Lecture Notes in Business Information Processing, 463 LNBIP, 67–82. https://doi.org/10.1007/978-3-031-20706-8_5

[4] Chan, T., Abou-Issa, R., Kim, G., Kruger, N. K., Wong, D., Zu, M. K., Bowne, J., Hellyer, K., Huhtanen, A., & Cham, K. M. (2023). Digital Technologies Easing the Learning Curve in the Transition To Practicum. Journal of Information Technology Education: Innovations in Practice, 22, 91–107. https://doi.org/10.28945/5156

[5] Dikilitas, K., & Fructuoso, I. N. (2023). Conceptual framework for flexible learning design: The Context of flipped classroom. In Conceptual framework for flexible learning design: The Context of flipped classroom. https://doi.org/10.31265/usps.267

[6] Elkington, S., & Chesterton, P. (2023). The (dis)continuities of digital transformation in flexible assessment practice: Educator perspectives on what matters most. Studies in Technology Enhanced Learning, 3(2), 1–16. https://doi.org/10.21428/8c225f6e.ef49a881

[7] Fenta, B. (2022). The Effect of Implementation of Continuous Assessment in Practical and Theoretical Class for Sport Science Students. International Journal of Sports and Exercise Medicine, 8(3), 1–7. https://doi.org/10.23937/2469-5718/1510222

[8] García Zare, E. J., Soto Abanto, S. E., Rodriguez Paredes, N. P., Merino Salazar, T. del R., Pagador Flores, S. E., Baldárrago Baldárrago, J. L., Salas-Ruiz, J. A., & Mejía Pardo, P. I. (2023). Technological Devices and Digital Competences: A Look into the Digital Divides for University Continuity during the COVID-19 Pandemic. Sustainability (Switzerland), 15(11). https://doi.org/10.3390/su15118494

[9] Ghalia, N. H., & Karra, S. Y. (2023). Teacher Readiness and Learner Competency in Using Modern Technological Learning Spaces. Sustainability (Switzerland), 15(6). https://doi.org/10.3390/su15064928

[10] Hatem, G., Zeidan, J., Goossens, M., & Moreira, C. (2022). Normality Testing Methods and the Importance of Skewness and Kurtosis in Statistical Analysis. BAU Journal - Science and Technology, 3(2). https://doi.org/10.54729/ktpe9512

[11] Hearn, P., Elias, L., & Ganescu, E. (2023). “Learning as a Strategy” for Better EU Policy Understanding and Implementation in the Digital Era. Digital Society, 2(2), 1–25. https://doi.org/10.1007/s44206-023-00037-3

[12] Houghton, N., Williams, L., Baptista, A., Thakerar, V., & Dharmarajah, A. (2023). Digital clinical placements: Student perspectives and preparedness for placements. Clinical Teacher, 20(1), 1–8. https://doi.org/10.1111/tct.13558

[13] Iberahim, N. A., & Sulaiman, N. A. (2023). An Investigation on Students-Instructors’ Interaction in Online Learning Environment: A Survey among ESL Students. International Journal of Academic Research in Business and Social Sciences, 13(5), 1395–1403. https://doi.org/10.6007/ijarbss/v13-i5/17155

[14] Jacka, L., & Lindsay, J. (2022). Flexible Learning and the Virtual Campus. ASCILITE Publications, e22154. https://doi.org/10.14742/apubs.2022.154

[15] Kedia, P., & Mishra, L. (2023). Exploring the factors influencing the effectiveness of online learning: A study on college students. Social Sciences and Humanities Open, 8(1), 100559. https://doi.org/10.1016/j.ssaho.2023.100559

[16] Lim, K. Y., Mohamed, R., Ariffin, A., & Guan, G. G. O. H. (2009). Formative Assessment Activities to advance education: A Case Study. Journal of Information Technology Education: Innovations in Practice, 11(1), 35–48.

[17] Ling, K. C., Cheng, M. L. S., Ling, A. Y. M., Sin, C. K., & Li, Z. (2023). Readiness of Digital Transformation among Malaysian Digital Talents. International Journal of Business and Management, 18(4), 161. https://doi.org/10.5539/ijbm.v18n4p161

[18] M. Khairul Anam, Prayogo, I., Susandri, Efendi, Y., & Nurjayadi. (2023). Analysis of User Readiness Using the TRI Model for Smart School Implementation in the City of Pekanbaru. Jurnal RESTI (Rekayasa Sistem Dan Teknologi Informasi), 7(3), 592–601. https://doi.org/10.29207/resti.v7i3.4772

[19] Massola, G. (2001). Chapter 16: use of digital devices to promote inclusion and autonomy in learning. In Curriculum and technology.

[20] Rachmawati, N. R. T. (2023). Challenges faced by SMP Dharma Wanita 17 Wonoayu in the implementation of education digitalization. Formosa Journal of Sustainable Research, 2(5), 1123–1138. https://doi.org/10.55927/fjsr.v2i5.4050

[21] Nair, B. B., & Solanki, S. (2023). Student perceptions of knowledge management and institutional readiness for online classes amid Covid-19 pandemic. Knowledge Management and E-Learning, 15(2), 287–302. https://doi.org/10.34105/j.kmel.2023.15.016

[22] Oladele, J. I., & Ndlovu, M. (2021). A review of standardized assessment development procedure and algorithms for computer adaptive testing: Applications and relevance for fourth industrial revolution. International Journal of Learning, Teaching and Educational Research, 20(5), 1–17. https://doi.org/10.26803/ijlter.20.5.1

[23] Ormilla, R. C. G., & Dupra, E. B. (2023). Readiness of Higher Education Institutions for Horizontal Typology, Institutional Sustainability and Quality Assurance. European Journal of Educational Research, 12(2), 881–890. https://doi.org/10.12973/eu-jer.12.2.881

[24] Pérez-Garcias, A., Ferrer, G. T., Moral, S. V., & Darder-Mesquida, A. (2022). Flexible Learning Itineraries in Digital Environments for Personalized Learning in Teacher Training. RIED-Revista Iberoamericana de Educacion a Distancia, 25(2), 173–193. https://doi.org/10.5944/ried.25.2.32326

[25] Polovkova, T. V. (2023). Technological readiness of teachers: a foreign literature review. Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, 29(1), 31–38. https://doi.org/10.34216/2073-1426-2023-29-1-31-38

[26] Ramos, Z. C., & Reginalde, C. R. (2023). Flexibility in learning management and technologypreparedness among faculty members in higher educationinstitutions. BOHR International Journal of Advances in Management Research, 2(1), 37–47. https://doi.org/10.54646/bijamr.2023.15

[27] Saldivar, J. R. V., Fontila, M. L., Rogayan, D. V., Deymos, M. R., & Monje, S. J. R. (2022). Factors for Successful Science Learning in a Flexible Mode amid Covid-19 Educational Disruption: Students’ Assessment. Jurnal Penelitian Dan Pembelajaran IPA, 8(2), 205. https://doi.org/10.30870/jppi.v8i2.15125

[28] Sarva, E., Lāma, G., Oļesika, A., Daniela, L., & Rubene, Z. (2023). Development of Education Field Student Digital Competences—Student and Stakeholders’ Perspective [Desarrollo de las competencias digitales del estudiante en el campo educativo: perspectivas del estudiante y de los interesados]. Sustainability, 15(9895), 1–16.

[29] TURSYNOVA, T. T., SAGINOV, K. M., & BAKHISHEVA, S. M. (2023). Application of adaptive learning technology in the educational process. Habaršy, 2(94), 98–112. https://doi.org/10.52512/2306-5079-2023-94-2-98-112

[30] Uthman, N. K., & Maat, S. M. (2023). Sorotan Literatur Bersistematik: Cabaran Penggunaan Teknologi untuk Pengajaran dan Pembelajaran Matematik dalam Kalangan Pelajar dan Guru. Jurnal Dunia Pendidikan, 4(4), 190–203. https://doi.org/10.55057/jdpd.2022.4.4.16

[31] Xie, Y., Huang, Y., Luo, W., Bai, Y., Qiu, Y., & Ouyang, Z. (2022). Design and effects of the teacher‒student interaction model in the online learning spaces. Journal of Computing in Higher Education, 35(1), 69–90. https://doi.org/10.1007/s12528-022-09348-9

[32] Zheng, F. (2022). Personalized Education Based on Hybrid Intelligent Recommendation System. Journal of Mathematics, 2022. https://doi.org/10.1155/2022/1313711

[33] Zheng, L., Zhong, L., & Fan, Y. (2023). An immediate analysis of the interaction topic approach to promoting group performance, knowledge convergence, cognitive engagement, and coregulation in online collaborative learning. Education and Information Technologies, 28(8), 9913–9934. https://doi.org/10.1007/s10639-023-11588-w

[34] Zine, M., Harrou, F., Terbeche, M., Bellahcene, M., Dairi, A., & Sun, Y. (2023). E-Learning Readiness Assessment Using Machine Learning Methods. Sustainability (Switzerland), 15(11), 1–22. https://doi.org/10.3390/su15118924

Abstract

References

How to cite