e-Examinations: The Impact of Technology Problems on Student Experience

Hillier, Mathew; Kumar, Naveen; Wijenayake, Nirmani

doi:10.1007/978-3-030-59847-1_4

Cited by 3 publications

(3 citation statements)

References 14 publications

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“…A health crisis may hasten the development and adoption of digital and online technologies, which could pave the way for exciting new possibilities in student assessment (OECD, 2020). However, even with the most advanced technological infrastructure, there is a chance that technical failures will occur during electronic exams (Hillier, Kumar, & Wijenayake, 2020). Despite the fact that many educational institutions had adopted e-exams as a mode of assessment, these had all been based on in-campus E-exams (Dermo, 2009).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting Postgraduate Student’s Intention in Using an E-examination System During the Covid-19 Pandemic: Application of UTAUT Mode

Kamalasena,

Sirisena

2023

S. Asian J. Bus. Insights

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The emergence of COVID-19 has compelled higher educational institutions across the globe to embrace remote learning as a medium of teaching. Furthermore, as a method of evaluation e-exam systems are widely used at present. Considering the e-exam systems, prior research has mainly focused on technological advancements and how to overcome technological barriers in using e-exam systems. Behavioral aspects of students have been taken into consideration in this study, which focuses on identifying the factors affecting postgraduate student’s intention in using the e-examination system during the Covid-19 pandemic. To accomplish this objective modified UTAUT model was used and the required data was collected from 167 postgraduates in Sri Lankan state universities chosen through the purposive sampling method. A self-administered questionnaire was distributed among the sample and the analysis was done using Smart PLS-SEM and SPSS software. The findings revealed that except for social influence and facilitating conditions, all the other variables have a significant impact on behavioral intention to use e-exam systems, and considering the mediating effect of performance expectancy and effort expectancy, the relationships between computer anxiety and behavioral intention and fear of infectious diseases and behavioral intention are mediated by the performance expectancy and effort expectancy. In terms of theoretical implications, this study fills the existing gap in the literature about the student’s perspective on using an e-exam system, and from the managerial point of view, the insights of this enhancing the performance, habit, and reducing the effort of using an e-exam system the university students can be adapted to use e-exam systems even in future.

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Section: Introductionmentioning

confidence: 99%

Factors Affecting Postgraduate Student’s Intention in Using an E-examination System During the Covid-19 Pandemic: Application of UTAUT Mode

Kamalasena,

Sirisena

2023

S. Asian J. Bus. Insights

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“…However, electronic examinations may face challenges that should be addressed by HEIs, such as dishonest behavior (e.g., cheating), difficulty in assessing courses with practical orientation, difficulty in fair treatment of test-takers, technical failure risks, etc. (Hillier, Kumar, & Wijenayake, 2020;Sahu, 2020).…”

Section: Introductionmentioning

confidence: 99%

Conducting Remote Electronic Examinations in Distance Higher Education: Students’ Perceptions

Vorvilas

Liapis

Korovesis

et al. 2023

Turkish Online Journal of Distance Education

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The COVID-19 pandemic forced Higher Educational Institutes (HEIs) to adopt alternative approaches in delivering their learning activities including examinations. Regarding the latter, remote electronic examinations were selected as a one-way solution due to physical presence restriction measures imposed by governments around the world. This paper presents the evaluation of the remote examinations conducted by the Anonymized Open University [AOU]. The evaluation sought to inform decision making about the future of remote examinations at that distance learning organization. A sample of 9.276 students participated voluntarily and filled out a questionnaire. Both qualitative and quantitative analysis was employed. Results revealed that students were satisfied with the remote electronic examination process and they expressed their desire to be examined remotely again. Avoiding travelling and saving money were the main benefits mentioned by students. Issues were reported regarding the examination topics and the examination time. Students suggested the provision of more examination time and improvements in the university procedures and infrastructures that support remote examinations.

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“…In other words, distance education has inevitably become part of the new education paradigm while efforts have been made to ensure rapid integration of technology to implement assessment and evaluation processes (OECD, 2020). However, it is known that even the use of state-of-the-art infrastructures cannot prevent some technical problems that may occur during e-tests or several factors that may pose a threat to the validity and reliability of the tests (Chirumamilla et al, 2020;Hillier et al, 2020). Therefore, many educational institutions have tried to create equal environments and conditions by applying face-to-face exams (Dermo, 2009;OECD, 2020).…”

mentioning

confidence: 99%

A Testopia during COVID-19: Qualitative Study about Higher Education Institutions Examination (HEIE)

Saltürk¹,

Çokluk-Bökeoglu²

2021

Kuramsal Eğitimbilim

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Central exams are in the heart of Turkish education system since they are used for student selection and placement in transition to higher levels of education. The preparation process for central placement exams, which was already challenging for students and parents, may have become even more exhausting due to the changing educational paradigms during the COVID-19 pandemic. In this context, using the phenomenological model, this study aims to determine the student and parent views regarding the preparation for the Higher Education Institutions Examination (HEIE) during COVID-19 pandemic period. Semi-structured interviews were conducted with 20 high school seniors in an Anatolian High School in Afyonkarahisar Province during the 2020-2021 academic year, selected with the purposive sampling method, and of their parents, and the obtained data were analysed through content analysis method. Although stress is an ordinary part of the preparation period, new stress sources have formed during the pandemic, according to the findings obtained from this study. It has been seen that both the students and the parents have discussed higher visibility of socio-economic inequalities, limited student life experience, impacts of social isolation due to the implemented health and safety policies as the cons, and the opportunities to study harder and more autonomously as the pros. Parents have also evaluated children's being under their supervision during this period as one of the pros.

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e-Examinations: The Impact of Technology Problems on Student Experience

Cited by 3 publications

References 14 publications

Factors Affecting Postgraduate Student’s Intention in Using an E-examination System During the Covid-19 Pandemic: Application of UTAUT Mode

Factors Affecting Postgraduate Student’s Intention in Using an E-examination System During the Covid-19 Pandemic: Application of UTAUT Mode

Conducting Remote Electronic Examinations in Distance Higher Education: Students’ Perceptions

A Testopia during COVID-19: Qualitative Study about Higher Education Institutions Examination (HEIE)

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