E-exams in Norwegian higher education: Vendors and managers views on requirements in a digital ecosystem perspective

Understanding general concepts of requirements engineering through design thinking: An experimental study with students

“…Several previous works have addressed the issue of REE, but experience and experimental reports on REE are scarce in the literature. Many works have reported different pedagogy to impart the knowledge of RE, SE, and DT to the students [5,7,8,18,19,24,45,46].…”

EFL E-Assessment in Higher Education: A Review

“…In addition to teachers, several vendors, process managers, system managers, and administrators of e-learning departments at various universities are also experiencing several obstacles in monitoring the effectiveness of e-assessment in HEI amidst COVID-19 (Chirumamilla and Sindre, 2021;Hamdan et al, 2021). Chirumamilla and Sindre (2021) investigated what three groups of stakeholder groups (11 vendors, system managers and one process manager in Norwegian universities) regarded as the essential aspects of e-exam systems and how they are decided. There was broad consensus concerning functional and non-functional aspects of online examination systems, with system administrators emphasizing security and interoperability.…”

“…Some of the reviewed studies have proved that a combination of technology and teachers' practices can play in an overall assessment program amidst COVID-19 (Abduh, 2021;Alghammas, 2020;Chung and Choi, 2021;Zhang et al, 2021;Ghanbari and Nowroozi, 2021;Olga and Victor, 2021;Chen et al, 2021;Nguyen, 2021;Chirumamilla and Sindre, 2021;Hamdan et al, 2021;Gungor and Gungor, 2021;Mahapatra, 2021;Wu and Wang, 2021;Zou et al, 2021;Andujar 2020). Owing to the more reliant and crucial function that e-education plays during this pandemic, teachers have encountered several barriers in various areas when executing their online teaching plan.…”

“…E-assessment can be delivered in two ways: web-based and download delivery. The studies mentioned above presented various types of e-assessment tools working for both delivery ways, such as Skype (Olga and Victor, 2021;Hanafia et al, 2022); CCTalk (Chen et al, 2021;Zou et al, 2021); MuClass (Chen et al, 2021); Moodle (Chung and Choi, 2021;Ghouali and Cecilia, 2021;Poonpon et al, 2021;Mahapatra, 2021); Webex (Chung and Choi, 2021); Safe Exam Browser (SEB) (Poonpon et al, 2021); Zoom (Nguyen 2021;Poonpon et al 2021;Wu and Wang 2021); Blackboard (Alghammas, 2020;Abduh, 2021;AlTameemy et al, 2020;Chirumamilla and Sindre, 2021); Canvas (Chirumamilla and Sindre, 2021); SPOC (Zhang et al, 2021); WhatsApp (Mahapatra, 2021;Zou et al, 2021); Socrative (Rofiah and Waluyo, 2020); Google Meet, Microsoft Teams, Google Forms, Google Docs and Facebook (Mahapatra, 2021); WeChat, Microsoft Word tools, QQ Messenger (Zou et al, 2021), and so on. Various authors indicate that while Moodle or Blackboard support conduct real-time quizzes and interactions (Abduh, 2021;Alghammas, 2020;Chung and Choi, 2021;AlTameemy et al, 2020;Chen et al, 2021;Rofiah and Waluyo, 2020;Ghouali and Cecilia, 2021;Poonpon et al, 2021;Saleem et al, 2021;Chirumamilla and Sindre, 2021;Mahapatra, 2021;Mustafa and Raisha, 2021), Skype and Zoom are effective tools to test students' speaking or presentation abilities…”

“…It is known as one of the widely used commercial LMSs for e-assessment. Despite the fact that universities had established their LMSs long before the pandemic, in some studies (Abduh, 2021;Chung and Choi, 2021;Zhang et al, 2021;Ghanbari and Nowroozi, 2021;Chirumamilla and Sindre, 2021;Hamdan et al, 2021;Mahapatra, 2021), this system is regarded as an option to boost their students' assessment rather than completely replace it. This is due to a lack of technology or a constraint in the LMS's ability to provide what the teachers require for online EFL assessment.…”