Exploring the use of multimedia examination formats in undergraduate teaching: results from the fielding testing

Liu, Min; Papathanasiou, Erini; Hao, Yung Wei

doi:10.1016/s0747-5632(01)00008-5

Cited by 22 publications

(18 citation statements)

References 8 publications

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“…Our outcomes that low anxiety and high emotional control students fare better online confirm previous studies (Liu, Papathanassiou, & Hao, 2001) which maintain that online learning can be efficacious particularly with students with high tolerance for ambiguity, low anxiety levels, capacity for independent judgment and high emotional control. Neither having a Master or a PhD degree, nor years of experience in teaching collaborative learning (F2F or online), were relate associated to students' performances.…”

Section: Which Students Learn Better F2f or Online? Does Teachers Expsupporting

confidence: 89%

Promoting Social Capital, Empowerment and Counter-Stereotypical Behavior in Male and Female Students in Online CSCL Communuties

Francescato¹,

Mebane

Tomai³

et al. 2012

Globalization - Education and Management Agendas

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Section: Which Students Learn Better F2f or Online? Does Teachers Expsupporting

confidence: 89%

Promoting Social Capital, Empowerment and Counter-Stereotypical Behavior in Male and Female Students in Online CSCL Communuties

Francescato¹,

Mebane

Tomai³

et al. 2012

Globalization - Education and Management Agendas

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“…Thus, further studies to try and tease out these various influences would be of value. Liu et al (2001) present a study that looked at students' attitudes and anxiety about an in-class 'multimedia exam', which highlights the importance of considering the relationship between teaching/learning delivery and assessment methods. They found that students who were taking an online course had lower anxiety about a multimedia exam than those taking the same course delivered in the classroom.…”

Section: Online Assessment-related Preferences and Perceptionsmentioning

confidence: 99%

Can online course‐based assessment methods be fair and equitable? Relationships between students' preferences and performance within online and offline assessments

Hewson

2012

Computer Assisted Learning

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To address concerns raised regarding the use of online course‐based summative assessment methods, a quasi‐experimental design was implemented in which students who completed a summative assessment either online or offline were compared on performance scores when using their self‐reported preferred or non‐preferred modes. Performance scores were found not to differ depending on whether the assessment was completed in the preferred or non‐preferred mode. These findings provide preliminary support for the validity of online assessment methods. Future studies could help determine the extent to which this finding generalizes beyond the assessment procedures and type of sample used here. Suggestions for follow‐up studies are offered, including exploring the validity of more complex computer‐related online assessment tasks and investigating the impact of using preferred and non‐preferred modes upon the quality of the student experience.

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“…When identical tests are presented on a computer and paper they are not comparable (Clariana & Wallace, 2002) because there are numerous variables that impact on student's performance when questions are presented on a computer. These variables include the monitor (Schenkman et al, 1999), the way text is displayed on screen (Dyson and Kipping, 1997), reading from a monitor is slower than paper (Mayes et al, 2001) and the problems of obtaining a feel for the exam when only a single question is presented (Liu et al, 2001). The Web Accessibility Initiative (http://www.w3c.org/WAI/) has produced useful guidelines for promoting online accessibility which may be applicable to CAA but this initiative does not address the issue of comparability between questions.…”

Section: Accessibilitymentioning

confidence: 99%

Implementation of computer assisted assessment: lessons from the literature

Sim¹,

Holifield²,

Brown³

2004

Research in Learning Technology

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This paper draws attention to literature surrounding the subject of computer-assisted assessment (CAA). A brief overview of traditional methods of assessment is presented, highlighting areas of concern in existing techniques. CAA is then defined, and instances of its introduction in various educational spheres are identified, with the main focus of the paper concerning the implementation of CAA. Through referenced articles, evidence is offered to inform practitioners, and direct further research into CAA from a technological and pedagogical perspective. This includes issues relating to interoperability of questions, security, test construction and testing higher cognitive skills. The paper concludes by suggesting that an institutional strategy for CAA coupled with staff development in test construction for a CAA environment can increase the chances of successful implementation

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Exploring the use of multimedia examination formats in undergraduate teaching: results from the fielding testing

Cited by 22 publications

References 8 publications

Promoting Social Capital, Empowerment and Counter-Stereotypical Behavior in Male and Female Students in Online CSCL Communuties

Promoting Social Capital, Empowerment and Counter-Stereotypical Behavior in Male and Female Students in Online CSCL Communuties

Can online course‐based assessment methods be fair and equitable? Relationships between students' preferences and performance within online and offline assessments

Implementation of computer assisted assessment: lessons from the literature

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