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This paper provides a comprehensive overview of the institution-wide online exams service at the Swiss Federal Institute of Technology (ETH) Zurich. It is intended for stakeholders in faculty, administration, IT, and didactic support units who wish to promote and implement a similar service at their own institutions. Based on pedagogical and psycho...
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This descriptive-phenomenological study divulged the context of teaching reading during the health crisis brought by COVID-19 among elementary pupils. This study involved ten (10) informants which, composed of one (1) full- time faculty of Rizal Central Elementary School (RCES), two (2) teaching the English subjects, and three (3) employed in the i...
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... Stall components lock the computer by preventing access to unwanted utilities by blocking commands (e.g., keyboard shortcuts and pop-ups) or making them inaccessible by removing them from the user interface (e.g., task manager, start menu, or third parties software). The browser component creates the exam environment by accessing the exam learning management system modules via the Internet or LAN (Halbherr et al. 2014). Therefore, at the same time, students must also join the exam zoom to use two devices during the exam. ...
Almost all countries in the world use E-Learning as a teaching medium. Moodle is a Learning Management System (LMS), a free, open-source platform designed to assist educators in creating online courses with dynamic interaction opportunities. In this study, an evaluation of the use of Moodle was carried out, especially in fundamental physics courses (Newton's Law). Evaluation is given by distributing online questionnaires using Google Forms as a database to store answers, collect feedback, and as statistical software to provide analysis of the effect of using Moodle according to students' opinions or perspectives. The study results show that students experience problems in taking tests/quizzes using SEB due to the instability of the internet signal. One of the reasons is that students also have to join the exam zoom simultaneously. Meanwhile, the Newton's Law material provided is very contextual and rich in sample questions, including providing student feedback which is considered good.
... As the CBA system is actively being implemented worldwide, researchers are keen to investigate its issues. Previous studies have looked at the advantages, opportunities, obstacles, challenges, and success factors ( [9]; [10]; [11]). However, many barriers and challenges follow the implementation and adoption of the electronic assessment system. ...
... Although one experience study from Greece [13] and Taiwan [14] regarding the students' CBA continuous intention to participate in formative CBAs, results from these developed countries cannot be applied to developing Sub-Saharan African countries. Benefits [9] Help improve the quality of assessments, facilitate the design of valid and motivating examinations, and improve reliability and efficiency in scoring. [10] It offers an environment for individualized testing. ...
As a feasible alternative technique of assessing student learning, computer-based assessments have emerged in recent years. They provide students and institutions with the ability to choose the examination location and obtain immediate feedback; they also offer assurances about the integrity of knowledge testing to both students and institutions. Despite these advantages, global higher education institutions CBA adoption scales vary for less than 1%t to 40% of the entire assessment. Every year, over a million applicants sit for the computer-based unified tertiary matriculation examination (UTME) in Nigeria; however, only a few higher education institutions take advantage of the examinees' experiences by adopting computer-based assessment into their courses/examinations and as a method of testing students. Since CBA as an e-learning system has been highly used by students, no studies have focused on students' continuous usage intention, particularly in the summative context. Therefore, this study investigates the factors influencing students' CBA continuous intention formation in higher education institutions. Apart from students' perceptions of CBA quality factors and CBA experience, the study also investigates the role of CBA centers established by various institutions to regulate CBA in influencing students' continuous usage intention. A survey technique will collect data from students at the selected higher education institutions in Nigeria as the population's sample size. The conceptual model of the CBA continuous usage intention addresses factors from the information systems success model (ISSM) and the information system continuance model (ISCM) as a guide that may lead to an understanding of the institutional-related factors.
... In referring to examinations or other forms of assessments, students have a strong tendency not to learn for life, but " to the test "[36]. A mismatch or misalignment[37]in form or content between examination tasks and learning objectives will lead to students engaging in the wrong learning activities and acquiring the wrong competences[36]. ...
... In referring to examinations or other forms of assessments, students have a strong tendency not to learn for life, but " to the test "[36]. A mismatch or misalignment[37]in form or content between examination tasks and learning objectives will lead to students engaging in the wrong learning activities and acquiring the wrong competences[36]. Multiple-choice tests are perhaps the most infamous example of such mismatch and the associated detrimental effects, decried for fostering surface learning and student disengagement[38]. ...
... Multiple-choice tests are perhaps the most infamous example of such mismatch and the associated detrimental effects, decried for fostering surface learning and student disengagement[38]. Such a mismatch is likely to alienate students and erode their learning motivation[36]. The possibility of mismatch or misalignment suggests the need for LMSs that ensure that learning motivation is not eroded, course delivery is competence-oriented[39], as well as a LMS that mitigates the mismatch between examination tasks or other course delivery activities and learning objectives. ...
Higher Education Institutions (HEIs) employ Learning Management Systems (LMSs) primarily for greater efficiency, profitability, technological advancement or survival. The predominantly used LMSs, Moodle and Blackboard account for in excess of 60% usage by the top HEIs. However, the individual international regions do not necessarily bear the percentages of the overall total. Gaps are identified in optimality in course delivery within online learning when one studies LMSs and their functionalities. Advanced Distributed Learning (ADL) Initiative which was established to standardize and modernize training and education management and delivery, developed and recommended usage of Sharable Content Object Reference Model (SCORM) 2004 and later versions. SCORM 2004 which provides for flexibility in sequencing and navigation for learner-centric course delivery is not supported in any version of the more prevalently used LMSs. It is believed that most people have a preferred way in processing information. We propose codifying one or more Learning Style Instruments (LSIs), diagnosing the preferred teaching approach(es) and dominant/existing learning styles within a batch of learners, then providing course delivery as a best-fit per learner. As a proof of concept, OLeCenT allows the input of one or more course learning paths with real-time learning and automatic reconfiguration of the course path where a new trend or pattern is identified. OLeCenT identified disparity in teaching-learning and provided a mechanism towards improving online learner-centric course delivery. OLeCenT also identified comparative levels of similarities among learners and instructors even where they are deemed to be of different teaching-learning styles/mechanisms.
... E-examinations have been deployed widely in Austria (Frankl, Schartner & Zebedin, 2012). An open source secure exam browser from Switzerland has been popular in a large number of institutions (Halbherr, Reuter, Schneider, Schlienger, & Piendl, 2014). ...
Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations.
Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process.
Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared.
Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems.
Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines.
Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets.
Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online.
Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods.
Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.
COVID-19 global pandemic pushed a large number of higher educational institutions to use Online Proctored Exams (OPE) because of government-imposed lockdowns. Treating OPE as an educational technology innovation, we apply the diffusion of innovation theory in predicting factors affecting its adoption by university students which we believe is the first of its kind research study. The study presented here reviews OPE, its types, architecture, challenges, and prospects and then focuses on the student adoption experience at a large, multi-campus higher educational institution. We have used the fine-grained Aspect Level Sentiment Analysis to check the university students’ attitudes towards the Online Proctored Exams. We then used linguistic features to extract the aspect terms present in the feedback comments which showed that 55% of university students having a positive attitude towards OPE. Results of our study show that innovation characteristics such as relative advantage, compatibility, ease of use, trialability, and observability were found to be positively related to acceptance of OPE.
