Bibliographic Details
| Title: |
Online exams in higher education: Exploring distance learning students' acceptance and satisfaction. |
| Authors: |
Aristeidou, Maria (AUTHOR), Cross, Simon (AUTHOR), Rossade, Klaus‐Dieter (AUTHOR), Wood, Carlton (AUTHOR), Rees, Terri (AUTHOR), Paci, Patrizia (AUTHOR) |
| Source: |
Journal of Computer Assisted Learning. Feb2024, Vol. 40 Issue 1, p342-359. 18p. |
| Subjects: |
Online education, National competency-based educational tests, Inferential statistics, Psychology of college students, Computer assisted testing (Education), Research methodology, Satisfaction, Interviewing, Pearson correlation (Statistics), T-test (Statistics), Students, Scale analysis (Psychology), Factor analysis, Chi-squared test, Descriptive statistics, Student attitudes, Cluster analysis (Statistics), Thematic analysis, Medical coding |
| Abstract: |
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. [ABSTRACT FROM AUTHOR] |
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| Database: |
Psychology and Behavioral Sciences Collection |
