The COVID-19 pandemic has become an accelerator for the shift of many everyday human activities from all sectors of social and economic life from traditional face-to-face to online mode. Education, despite of its conservative nature, was most strongly influenced by this trend. This paper discusses a pedagogical experiment of integrating a system for ongoing assessment of students in a university course, which was transformed from face-to-face to online as a result of the forced transition to distance learning during the pandemic. The goal of this experiment was to motivate the permanent involvement in the learning process of students who have no experience as online learners. The study is aimed at seeking the effectiveness of the applied approach of integrated continuous assessment as a ‘soft” transition from face-to-face to distance learning.

Topics
Students, Learning and learning models, Education, Universities, Diseases and conditions
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