Modality does not equal risk
Summary
Online-education practitioners challenge the assumption that physical attendance alone assures learning.
They accept targeted controls while arguing for layered evidence across a program.
Their central trade-off is access: returning to examination centres may exclude learners without resolving the underlying quality of assessment design.
Sources & reading record
- Liz Smith, Dawn Gilmore, Chinh Nguyen, Paul Wiseman, Caitlin Yolland & Jim Frederickson · Needed Now ↗
- Read the original article body; not every linked resource.