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The study is built on 75 Human Resource Management [HRM]students’ reflections on their learning when conducting an Assessment for Learning [AFL], implemented in a fully online course with strictly text-based communication in spring 2021, aimed to enhance the students’ learning experience anddevelopment of vocational skills. This study focuses on students’perceptions of the peer review task, incorporated in the AFL, and carried out in asynchronous online discussions [AOD].The results show that the AOD were perceived meaningful for learning and the development of vocational skills. In conclusion, the AOD in this form can strengthen students’  engagement in their own learning.

In this paper, a model for theory-based process evaluation in online learning is suggested and discussed in relation to its potential as a tool to reveal strengths and weaknesses in a current course design in a fully online course in Educational Science Education. The suggested focal points in the evaluation plan at this stage of the process are based on sociocultural outlooks on learning and guided by theory-based process evaluation theory. The evaluation model will be tested for the first time in autumn 2019.

In focus in this paper are students’ views on their experiences of an educational design with oral assessment tasks supported by video technology in online university education in Sweden. Questions targeted how the students perceived the impact of oral tasks on their learning. The data were gathered through questionnaires, qualitative interviews and students’ self-reflection documents. Results indicate most students appreciated the oral assessments, and their descriptions of this learning experience indicate that the studied video-based task-design may enhance online students’ learning experiences.