Online exams in higher education: Exploring distance learning students' acceptance and satisfaction.
Background: Research into online exams in higher education has grown significantly, especially as they became common practice during the COVID‐19 pandemic. However, previous studies focused on understanding individual factors that relate to students' dispositions towards online exams in 'traditional...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 1; pp. 342 - 360 |
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| Autores principales: | , , , , , |
| Formato: | questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174818413&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174818413 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2024 vid: 40 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 174818413 172429300 174818413 174818413 10.1111/jcal.12888 174818413 ppf: 342 ppct: 18 formats: tig: atl: Online exams in higher education: Exploring distance learning students' acceptance and satisfaction. aug: au: Aristeidou, Maria Cross, Simon Rossade, Klaus‐Dieter Wood, Carlton Rees, Terri Paci, Patrizia affil: Institute of Educational Technology, The Open University, Milton Keynes Buckinghamshire,, UK sug: subj: Students, College Psychosocial Factors Student Attitudes Student Satisfaction Online Education Computerized Educational Testing Human Multimethod Studies Competency Assessment Cluster Analysis Semi-Structured Interview Summated Rating Scaling Male Female Factor Analysis Pearson's Correlation Coefficient Inferential Statistics Unpaired T-Tests Chi Square Test Coding Adult Middle Age Aged Descriptive Statistics Thematic Analysis Clinical Assessment Tools Adult: 19-44 years Middle Aged: 45-64 years Aged: 65+ years Male Female ab: Background: Research into online exams in higher education has grown significantly, especially as they became common practice during the COVID‐19 pandemic. However, previous studies focused on understanding individual factors that relate to students' dispositions towards online exams in 'traditional' universities. Moreover, there is little knowledge on university distance learning students' experience of transitioning from in‐person to online exams. Objectives: This study investigates the acceptance and satisfaction of university distance learning students in their transitioning from in‐person to online exams, through multiple factors. Methods: We employed a mixed‐methods study to understand the relationship between assessment and online exam factors (e.g., revision and online exam satisfaction, assessment competencies, invigilation acceptance, exam anxiety and workspace satisfaction). Cluster analysis and interview data contributed to our understanding of students who are 'strongly positive' and 'less positive' towards online exams. Results and Conclusions: Our findings highlight the overall importance of increasing student confidence by building their assessment competencies throughout their studies and familiarising them early with the technologies and formats to be used in the actual exam. We also shed light on particular student characteristics that relate to reduced online exam acceptance, such as students with disabilities, caring responsibilities and mental health issues, or students who lack access to the necessary technology. Implications: The findings and recommendations of this research contribute to the wider agenda of designing fair and trustworthy online assessment, including exams, for the future. Lay Description: What is already known about this topic?: Studies focusing on students' perceptions of online exams have increased.The COVID‐19 pandemic has increased online exams at universities.Research show that students appreciate online exams.The factors that contribute to students' positive dispositions are not clear. What this paper adds?: A mixed‐methods study on online exams in distance learning higher education.Factors that determine students' positive dispositions towards online exams.Student characteristics that relate to reduced online exam acceptance. Implications for practice: Guidelines for designing online exam systems positively perceived by students.Online exams to be an integral part of teaching and learning design. pubtype: Academic Journal doctype: questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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