ISSN: 2226-6348
Open access
Law students at the university are taught substantive and procedural law subjects to prepare them for law practice. Thus, during physical class, the students' assessments are dominated by applications, legal opinions, and essay writings. Online assessments during online class (ODL) require more than just copying and pasting cases or lecture notes. In line with the motivation theory, students shall indulge in their reading and preparing assessments to nurture a comprehensive understanding besides an interest in the substantive or procedural law. Therefore, it is imperative not only to analyse students' video-generated assessment as an effective mode of assessment but also to determine the appropriate rubric. The creation of a video requires mind, inspiration, and interest to mould up throughout the editing process. Answering problems posed to them through video production incorporates knowledge, analytical assessment of the issues, and concluding the findings to ensure every aspect of the issues is addressed. This paper aims to evaluate whether video assessment during ODL is in line with the theory of motivation that enhanced students' understanding of online classes. This is qualitative research whereby a doctrinal method is engaged that reflects a better perception by students for video assessment compared to applications of law through writings. As such, 209 students from the Faculty of Law, Universiti Teknologi MARA were selected as the respondents. This study concluded that using video creation as a form of assessment enhance law students’ communication skill to impart professional legal advice through a creative role-play. This exercise allows the students to improve their understanding of conveyancing law and procedure in a more casual yet effective method. To ensure efficacy, the rubric for video assessments shall be clear, precise, and lecturers should convey their reflections to students. It is also important for educators to find out whether the findings of this paper can further be distinguished by the gender of the students. Thus, this study can further be expanded by relating these findings to the gender of the students.
Ali, W. (2018). Transforming Higher Education Landscape with Hybrid/Blended Approach as an evolving Paradigm. Journal of Advances in Social Science and Humanities, 3(7), 143-169.
Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education Studies, 10(3), 16.
Anisha, W., Mohammad, W., Mydin, A. M., Kechil, R., & Komputer, J. S. (2020). UiTM Cawangan Pulau Pinang Students Readiness Towards Online Teaching and Learning (Issue September, pp. 51–58).
Arora, A. (2015). Using eLearning Technologies To Improve Educational Quality of Language Teaching, Retrieved from https://elearningindustry.com/using-elearning-technologiesimprove-educational-quality-language-teaching.
Blackinton, M. (2013) Teaching a “Hands-On” Profession in an Online Classroom. PT in Motion. American Physical Therapy Association; p16-23.
Borowczak, M., & Burrows, A (2016) Enabling Collaboration and Video Assessment: Exposing Trends in Science Preservice Teachers’ Assessments. Contemporary Issues in Technology & Teacher Education, 16(2), 127-150
Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE Life Sciences Education, 15(4), es6.1-es6.6.
Burns, P., & Lester, J. (2007) ‘Living in a material world: visualising tourism’ in Barlow, J. (ed) Making Teaching More Effective. Brighton: University of Brighton Press Cited in Ridley, P. (2011) 'Visualising Learning' in Hartley et al. (2011) Eds. Learning Development in Higher Education (Universities into the 21st Century). Basingstoke: Palgrave MacMillan, p183-195.
Chiu, T. K. F. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 Pandemic. Journal of Research on Technology in Education, 1–17.
Chiu, T. K. F., Lin, T. J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of COVID-19 and Beyond. The Asia-Pacific Education Researcher, 30(3), 187–190.
Chiu, T. K. F., Lin, T. J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of COVID-19 and Beyond. Asia-Pacific Education Researcher, 30(3), 187–190.
Elsom, J. (2009) ‘A creative assessment strategy to improve student motivation and engagement in biochemistry’ in Barlow, J, Louw, G. & Price, M. (Eds) Social Purpose and Creativity: Integrating Learning in the Real World. Articles10 from the Learning and Teaching Conference 2008. Brighton: University of Brighton. Available at: https://staff.brighton. ac.uk
Ferdian, N. (2019). Learning Strategies in Making Video Project Assignments in ESP Class. Linguists: Journal of Linguistics and Language Teaching, 5(1), 18-28.
Ghaicha, A. (2016). Theoretical Framework for Educational Assessment: A Synoptic Review. Journal of Education and Practice, 7(24), 212–231. www.iiste.org
Greene, H., & Crespi, C. (2012). The Value of Student-Created Videos in the College Classroom-An Exploratory Study in Marketing and Accounting. International Journal of Arts & Sciences, 5(1), 273.
Hawley, R., & Allen, C. (2018). Student-generated video creation for assessment: can it transform assessment within Higher Education? International Journal for Transformative Research,5(1) 1-11.
Hawley, R., & Allen, C. (2018). Student-Generated Video Creation for Assessment: Can It Transform Assessment Within Higher Education? International Journal for Transformative Research,5(1) 1-11.
James, M. (2006). Assessment, Teaching and Theories of Learning. Assessment and Learning, June 2006, 47–60.
Mahoney, P., Macfarlane, S., & Ajjawi, R. (2019). A Qualitative Synthesis Of Video Feedback In Higher Education. Teaching in Higher Education, 24(2), 157–179.
Matthew, O., Nhien, Q., & Timothy, A. (2021). Chemical Anthropomorphism: Acting Out General Chemistry Concepts in Social Media Videos Facilitates Student-Centered Learning and Public Engagement, J. Chem. Educ. 2021, 98, 4, 1283–1289,
Nasri, M. N., Husnin, H., Mahmud, S., & Halim, L. (2020). Mitigating the COVID-19 Pandemic: A Snapshot from Malaysia into the Coping Strategies for Pre-Service Teachers’ Education, Journal of Education for Teaching, 46(4), 546-553,
Mundrake, G. A. (2000). The evolution of assessment, testing, and evaluation. In: Rucker, J. Assessment in Business Education, 38, NBEA Yearbook. Reston: NBEA.
Rahman, N. H. A. (2020). The Impacts of Odl During MCO@Covid-19. Creative and Innovative Teaching Practices During Covid-19 Movement Control Order (Mco), 1(September), 44.
Rogelio, A. (2010) "Is Our Students Learning? Using Assessments to Measure and Improve Law School Learning and Performance," Barry Law Review: 5(1), 443-446
Ryan, B. (2013). A Walk Down The Red Carpet: Students As Producers of Digital Video-Based Knowledge. International Journal of Technology Enhanced Learning, 5(1), 24–41.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and Extrinsic Motivation from A Self-Determination Theory Perspective Definitions, Theory, Practices, and Future Directions. Contemporary Educational Psychology.
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72(1), 271-291. Elsevier Ltd. Retrieved January 14, 2023
from https://www.learntechlib.org/p/200895/.
Schofield, L., Baker, K., Vo, D., Pham, T., Lindsay, L., & Han, B. (2017). How Does the Option of Video Assessment Student-Generated Video Creation for Assessment Impact on Student Choice and Grades? In Nash, S. & Patston, L.L.M. (Eds), Spaces and Pedagogies: New Zealand Tertiary Learning and Teaching Conference 2017 Proceedings (pp67-78). Auckland, New Zealand: ePress, Unitec Institute of Technology.
Walters, S. R., Hallas, J., Phelps, S., & Ikeda, E. (2015). Enhancing the Ability of Students To Engage With Theoretical Concepts Through The Creation Of Learner-Generated Video Assessments. Sport Management Education Journal, 9(2), 102-112.
In-Text Citation: (Bakar et al., 2023)
To Cite this Article: Bakar, N. A., Mansor, H., Othman, M. B., Mansoor, M., Hamid, N. A., Sulaiman, S. S., & Abdullah, R. (2023). Educating the Law of Conveyancing Students Through Students-Generated Video Assessment: A Way Forward. International Journal of Academic Research in Progressive Education and Development, 12(1), 534–549.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode