Challenges of Online Exam Systems in the COVID-19 Pandemic Era

Genis-Gruber, Ahu; Weisz, G.

doi:10.4018/978-1-7998-8661-7.ch005

Cited by 3 publications

(1 citation statement)

References 47 publications

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“…This supervision technique is DOI 10.18502/kss.v9i8.15643 less effective because the supervision is not comprehensive, it only detects student body movements without knowing whether there is help from other media. Meanwhile, lecturers who place exams in an asynchronous learning environment without using a supervisor application will have more difficulty measuring their validity, because students have the freedom to commit fraudulent actions such as asking friends, cheating from other sources, etc [8].…”

Section: Introductionmentioning

confidence: 99%

Innovation Learning Process in New Normal Era: Effectiveness of Online Proctored Examination (OPE) Technology to Increase Student Honesty in Physics Lecture

Herliana,

Saputri,

Mahzum

et al. 2024

KSS

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This study aims to determine the effectiveness of online proctored examination (OPE) technology in increasing students’ honesty levels. This research is a pre-experiment using one group pre-test and post-test design methods. OPE in Physics lectures was conducted on a group of randomly chosen 34 students. The level of honesty of students was measured using the autoproctor application, which is used in the implementation of the OPE. Then, the level of honesty before using OPE at meeting 1 was compared with after getting used to using OPE at meeting 6. The data were analyzed using paired sample t-tests and quantitative description. The results show that OPE technology was effective in increasing students’ honesty levels. This is indicated by the results of the paired sample t-test using the Wilcoxon test of 72.5 with a p-value of < 0.001. In addition, the average increase in the pre-test and post-test honesty scores recorded by the autoproctor application was 64.9% for the pre-test and 92.6% for the post-test. The effectiveness of OPE in learning is supported by the results of responses to a questionnaire that measures the relative advantage, compatibility, ease of use, trialability, and observability of using OPE. The results of the questionnaire responses show an average score of 78.7, namely the use of OPE was classified as effective in learning. The results of this study can be used as a reference for teachers and academic practitioners to increase the level of honesty of students in online exams using OPE technology. Keywords: innovation learning process, OPE Technology, Student Honesty

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Section: Introductionmentioning

confidence: 99%

Innovation Learning Process in New Normal Era: Effectiveness of Online Proctored Examination (OPE) Technology to Increase Student Honesty in Physics Lecture

Herliana,

Saputri,

Mahzum

et al. 2024

KSS

View full text Add to dashboard Cite

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A Multifactor Authentication Framework for Usability in Education Sectors in Uganda

Mpirirwe,

Mirembe,

Lubega

et al. 2024

Data Management, Analytics and Innovation

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Navigating Digital Transformation in Zimbabwe's Higher and Tertiary Education Post the COVID-19 Pandemic

Tsverukayi,

Poshai

2024

Advances in Higher Education and Professional Development

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Higher and tertiary education sectors in different parts of the world have experienced substantial digital transformations since the emergence of the Coronavirus (COVID-19) pandemic, which forced many higher education institutions (HEIs) to adopt remote teaching and learning systems using relevant technologies. The purpose of this chapter is to examine the scope of digital transformation in HEIs in Zimbabwe, post the COVID-19 pandemic. The study employed a qualitative methodology where purposive sampling was used in selecting students, lecturers and university administrators from whom data was collected through semi-structured interviews and focus group discussions. The study revealed that HEIs in Zimbabwe have committed to embracing digital transformation, but they are financially incapacitated to procure supporting technologies for use by staff, administrators and students. The study recommends that amongst other measures, partnerships with the donor community can help leverage the financial resources to support the digital transformation of HEIs in Zimbabwe.

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Challenges of Online Exam Systems in the COVID-19 Pandemic Era

Cited by 3 publications

References 47 publications

Innovation Learning Process in New Normal Era: Effectiveness of Online Proctored Examination (OPE) Technology to Increase Student Honesty in Physics Lecture

Innovation Learning Process in New Normal Era: Effectiveness of Online Proctored Examination (OPE) Technology to Increase Student Honesty in Physics Lecture

A Multifactor Authentication Framework for Usability in Education Sectors in Uganda

Navigating Digital Transformation in Zimbabwe's Higher and Tertiary Education Post the COVID-19 Pandemic

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