Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education

Ortiz, Lourdes Guàrdia; Crisp, G. T.; Alsina, Ivan

doi:10.4018/978-1-7998-0420-8.ch073

Cited by 5 publications

(3 citation statements)

References 45 publications

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“…The survey' results represent the students' belief about their ICT competence rather than their actual level of competence. This latter should be measured by performance tasks [21]. Previous research explained that one of the weaknesses of survey instruments is the respondents themselves [30].…”

Section: Discussionmentioning

confidence: 99%

The Impact of COVID-19 on Digital Competence

Syahrin¹,

Almashiki²,

Alzaanin³

2023

IJACSA

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The study looked into how COVID-19 affected the digital competence of a group of preservice teacher education students at a higher education institution in the Sultanate of Oman. The paper examined students' digital profile in five areas namely information and data literacy, communication and collaboration, digital content creation, safety and problem solving. Data from 32 undergraduate students was collected by utilizing DigComp, a European Commission digital skills selfassessment tool and findings from a survey. The digital competence framework measures the set of skills, knowledge and attitudes that describes what it means to be digitally competent. These skills are important for students to be effective global citizens in the 21 st century. The results of the study revealed that the majority of the students scored Level 3 (Intermediate) in their self-assessment competency test score. The majority of the students perceived that their digital competence improved significantly as the result of online learning which was accelerated by the COVID-19 pandemic. The rationale of this investigation is that it helps educators understand the students' level of digital competence and the students' perspectives on ICT skills. In turn, it informs us the ways to monitor the students' digital progress and the next steps in developing their digital competency.

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Section: Discussionmentioning

confidence: 99%

The Impact of COVID-19 on Digital Competence

Syahrin¹,

Almashiki²,

Alzaanin³

2023

IJACSA

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“…Assessment is considered an integral part of the learning process. Traditional assessment methods are often based on the student being treated as an isolated individual with limited access to resources and other people [ 61 ]. The evolution of technology together with the interruption from the COVID-19 pandemic, new opportunities for assessment are explored to acknowledge the increasingly important role e-assessment is playing in Higher Education.…”

Section: Discussionmentioning

confidence: 99%

Virtual Practical Examination for Student Nurse Educators in Health Sciences Education during the COVID-19 Pandemic: A Narrative Review

Matlhaba

2023

Nursing Reports

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(1) Background: There is a gap in the literature that explores challenges and opportunities relating to virtual or e-assessment health science education with particular relevance to the Health Sciences Education practical examination for student nurse educators. Therefore, this review aimed to address this gap and provide recommendations for enhancing identified opportunities and for overcoming identified challenges.; (2) Methods: The review was conducted across Google Scholar, PubMed/MEDLINE, Science Direct, Directory of Open Access Journals, Complementary Index, SCOPUS, and the Cumulative Index to Nursing and Allied Health Literature (CINAHL) with the intention of identifying opportunities and challenges presented by e-assessment in the HSE practical examination for student nurse educators during the COVID-19 pandemic.; (3) Results: The following aspects are discussed: (1) opportunities, including benefits, for both student nurse educators and facilitators and opportunities for Nursing Education; and (2) challenges, including issues with accessibility and connectivity as well as the attitudes of both students and facilitators.; (4) Conclusions: Despite challenges which included connectivity issues that led to frustration and stress, the unpreparedness and attitudes of students and facilitators, there are some opportunities that have emerged from e-assessment that can be beneficial to both the students and the facilitators, as well as the institutions. These include a reduced administrative burden, improved teaching and learning, and immediate feedback from facilitators to students and from students to facilitators.

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“…Technology proposes new scenarios for assessment. ICT has facilitated the assessment process starting from designing assignments to marking, recording, and keeping the results and the statistical analyses [67]. For improving the assessment processes, the technology used includes multichoice tests [68][69][70], rubric-based assessments [71], peer reviews [72], etc.…”

Section: Technology Interface Student Engagement and Student Satisfac...mentioning

confidence: 99%

The Technology Interface and Student Engagement Are Significant Stimuli in Sustainable Student Satisfaction

Pandita

Kiran

2023

Sustainability

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The technology interface and student engagement are important factors that can contribute to sustainable student satisfaction. Technology has become an integral part of the recent teaching–learning setup and it can significantly impact student satisfaction. Additionally, student engagement is vital for sustainable student satisfaction. Engaged students are more likely to take an active role in their education, participate in discussions, and ask questions. When students are engaged, they feel a sense of ownership over their learning experience, which can lead to higher levels of satisfaction. Therefore, educational institutions should strive to provide students with technology that is intuitive and easy to use and create an environment that fosters engagement and collaboration. By doing so, institutions can increase student satisfaction and improve overall academic outcomes. This research study was primarily conducted to understand the potential of the technology interface (TI) and student engagement (SE) in enhancing student satisfaction (SS). The study uses a survey to collect responses from 400 respondents from higher educational institutions (HEIs). PLS-SEM has been used to test the proposed hypothesis. Three dimensions of the technology interface (TI) include cyber infrastructure, quality of e-content, and technology-assisted facilities. It is essential to understand how the technology interface influences student engagement (SE) through three dimensions, viz. new skills development, active involvement, and academic achievements. The student satisfaction scale has an employability perspective, teaching perspective, and learning perspective as subscales. Initially, the study examines the influence of the technology interface on student engagement. The findings support a positive impact on student engagement. The next step was to study the direct effect of the technology interface on student satisfaction. The results lend support to a positive influence. An attempt was also made to investigate the mediation of student engagement between the technology interface and student satisfaction. The findings highlight that with the mediation of student engagement, the influence of the technology interface on student satisfaction is improved. This study is one of the pioneering empirical studies highlighting the importance of the technology interface on the mediation of student engagement in student satisfaction. Technology may be a prerequisite, but it needs to be translated to student satisfaction by using it with student engagement (new skills development, active involvement, and academic achievements). The study has meaningful implications for policymakers at universities to enable them to strategize around practices conducive to the implementation of technology, and for student engagement activities to enhance student satisfaction in higher education institutes (HEIs).

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Trends and Challenges of E-Assessment to Enhance Student Learning in Higher Education

Cited by 5 publications

References 45 publications

The Impact of COVID-19 on Digital Competence

The Impact of COVID-19 on Digital Competence

Virtual Practical Examination for Student Nurse Educators in Health Sciences Education during the COVID-19 Pandemic: A Narrative Review

The Technology Interface and Student Engagement Are Significant Stimuli in Sustainable Student Satisfaction

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