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

2022 ◽  
pp. 108-136
Author(s):  
Ahu Genis-Gruber ◽  
Gerold Weisz
Keyword(s):  
Distance Education ◽  
Student Perceptions ◽  
Technical Support ◽  
Descriptive Statistics ◽  
Online Course ◽  
Video Content ◽  
Course Content ◽  
Exam System ◽  
And Performance ◽  
Online Format

The swift conversion of courses to online format and online exam systems has identified the COVID-19 pandemic era. All educators on the globe have faced the obstacles of abrupt adoption of distance education learning methods. This unexpected shift has presented numerous challenges as preparing an online course content requires developing detailed course plan design, audio and video content, and technical support equipment. This chapter focuses on determining the problems and developing solutions based on the student perceptions about the online exams, which were compulsorily transitioned during the pandemic process. A survey about student perceptions of online exams has been developed and applied to the students after they have taken the exam. Descriptive statistics is used to analyze the data. E-assessment of perception about the online exam system and its impacts on motivation and performance are discussed, and suggestions to improve the system are provided in the chapter.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

Implementation and Evaluation of Online Courses

2009 ◽  
pp. 305-329
Author(s):  
Chao Lee
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Technical Support ◽  
Learning System ◽  
Online Course ◽  
Course Content ◽  
Course Materials ◽  
Support Team ◽  
Addie Model ◽  
Teaching Learning

As stated in the discussion of the ADDIE model in the last chapter, implementation and evaluation are part of the development process. Once online course materials are developed, the next task is to deploy the course materials to students. The first topic of this chapter will deal with the issues related to the deployment of online course materials. In this chapter, we will discuss the tasks such as planning and training involved in the deployment process. Once the online course materials have been deployed, there will be a large number of requests from the students for help on technology and course content related issues. To keep the online teaching/learning system running successfully, we need a strong technical support team including experienced computer service personnel, instructors, and fellow students. This chapter will deal with the issues related to technical support. We will discuss various ways to provide technical support services.

scholarly journals Factors Influencing the Students’ Acceptance of E-Learning at Teacher Education Institute: An Exploratory Study in Malaysia

2019 ◽  
Vol 9 (1) ◽  
pp. 133 ◽  
Author(s):  
Muhamad Suhaimi Taat ◽  
Agatha Francis
Keyword(s):  
Teacher Education ◽  
Information Quality ◽  
Technical Support ◽  
Ease Of Use ◽  
Descriptive Statistics ◽  
System Quality ◽  
Key Factors ◽  
Course Content ◽  
Factors Influencing ◽  
E Learning

This study aimed to identify the level of e-learning acceptance, and factors that influence it, among students at a teacher education institute in Malaysia. Factors involved in the study were usability perceptions, ease of use, lecturer characteristics, information quality, system quality, and technical support. A total number of 230 students were selected as respondents from the third- and final-year students from various undergraduate programmes that employed e-learning. The instrument used in this study consisted of a set of questionnaires containing 49 question items and using five-point Likert scales. The results of the study were analysed using descriptive statistics that derived means and standard deviations. The results show that the key factors influencing the acceptance of e-learning among the students are usability, lecturer characteristics, system quality, the information provided, and available technical support. The findings also show that students' acceptance of e-learning is influenced by the benefits and usefulness of the programme and, as well, saving time and receiving course content that is simple and appropriate to the task.

scholarly journals BEYOND STUDENT PERCEPTIONS: ISSUES OF INTERACTION, PRESENCE, AND PERFORMANCE IN AN ONLINE COURSE

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Anthony G. Picciano
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Research Literature ◽  
Online Course ◽  
Institutional Performance ◽  
Web Based ◽  
Performance Variables ◽  
Institutional Performance Measures ◽  
Sense Of Presence ◽  
And Performance

The research literature on Web-based learning supports the assumption that interaction is important for a successful course, yet questions exist regarding the nature and extent of the interaction and its effects on student performance. Much of the research is based on student perceptions of the quality and quantity of their interactions and how much they have learned in an online course. The purpose of this study is to examine performance in an online course in relationship to student interaction and sense of presence in the course. Data on multiple independent (measures of interaction and presence) and dependent (measures of performance) variables were collected and subjected to analysis. An attempt was made to go beyond typical institutional performance measures such as grades and withdrawal rates and to examine measures specifically related to course objectives.

scholarly journals Course preparation assignments: A tool to enhance independent learning, increase student participation, and performance in chemistry courses

2015 ◽  
Vol 3 (5) ◽  
pp. 675-692
Author(s):  
Niina Ronkainen
Keyword(s):  
Student Perceptions ◽  
Teaching Practice ◽  
Point Of View ◽  
Independent Learning ◽  
Course Content ◽  
Interactive Classroom ◽  
Course Material ◽  
And Performance ◽  
Written Assignments ◽  
The Impact

Studies have shown that the more ownership students take of their academic work, the greater the level of information retained, knowledge acquired, and general cognitive development. Many teaching techniques that span across sciences, and go beyond standard techniques such as: merely lecturing at students or following written procedures for “cook book-style” laboratory experiments, have surfaced in the last decade. One such method, known as Course Preparation Assignments (CPAs), requires students to read and analyze course material prior to attending class. This approach gives students their first exposure to new content outside of the classroom, while also engaging them in responding to a series of questions that they must answer individually. This prior exposure to course material allows the students to not only complete written assignments with the incentive of earning points, but also forces them to reflect on what they are learning. Prior to adopting the CPA teaching practice, I discovered that very few of my chemistry and biochemistry students completed the reading and homework problems until a few days prior to an examination. Each class or unit that includes a CPA follows a predictable pattern which students adjust to quickly: Read – Think –Write/Draw/Calculate – Discuss the course content. The impact of incorporating CPAs into undergraduate Analytical Chemistry and Principles of Biochemistry lecture courses will be described from this instructor’s point of view. In addition, the advantages and challenges of utilizing this teaching approach at a Primarily Undergraduate Institution, within classes made up of 8-45 students, will be described. Furthermore, the development and use of CPAs for teaching various Chemistry courses, the leading and facilitating of course discussions in class, the grading of assignments, and student perceptions of the approach will be discussed. Indeed, the pedagogical approach generally promotes timely completion of assignments, helps create a more interactive classroom setting, encourages students to ask more questions, facilitates involvement in discussions all of which result in an improved ability to think and reason critically.

scholarly journals Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course

2015 ◽  
Vol 19 (4) ◽  
Author(s):  
Linda E Rohr ◽  
Jane Costello
Keyword(s):  
Student Perceptions ◽  
Survey Data ◽  
Social Presence ◽  
Management System ◽  
Online Survey ◽  
Effective Means ◽  
Online Course ◽  
Course Content ◽  
Large Enrollment ◽  
A Current

During the Winter and Spring 2014 semesters students registered in the online offering of Human Kinetics and Recreation 1000 (N=589) were asked to participate in two Twitter events encompassing two of the course’s assessment activities. In each Twitter event, students were required to post, at minimum, one original tweet and respond to another student’s tweet. The use of a tweet feeder widget in the course’s learning management system provided a current summary of the dialogue. An aggregate tool was used to assist with tracking of student tweets for assessment purposes. At the end of the semester students were asked to complete an online survey that sought to ascertain their experience of using Twitter within the course, including its effectiveness as a component of the assessment, and as a means to enhance social presence within the class. The survey also inquired about students’ previous and current Twitter use, and requested recommendations on how to use it in future courses. Results of this survey data indicate students perceived Twitter as an effective means of assessment, and an effective means to integrate social presence in the high enrollment course allowing them to feel more connected to their classmates and the course content. Students suggested several ways micro-blogging could be used in future classes. Implications for the use of Twitter for assessment purposes or as a means to enhance social presence are discussed.

scholarly journals SUSTAINABLE INFRASTRUCTURE: DEVELOPING A RE-USABLE PRODUCTION TOOLKIT FOR EFFICIENT ONLINE COURSE DESIGN

2019 ◽  
Author(s):  
Allison Van Beek ◽  
Nadine Ibrahim
Keyword(s):  
Distance Education ◽  
Course Design ◽  
Online Course ◽  
Course Development ◽  
Pedagogical Beliefs ◽  
Sustainable Infrastructure ◽  
Course Content ◽  
Online Course Development ◽  
Or Team ◽  
Deep Thought

Distance education has come a long since the days of mailed correspondence, with little interaction and a timely delay. As technology continues to more robustly offer opportunities for instructors and learners to be distributed but still interactive, more options for course structures emerge. Open online course development for distance education is a time consuming process that requires deep thought about personal pedagogical beliefs and an exploration of the technological tools available (for both development and for use in the course). This paper details the development of an online open course that features not only open access to course content and files, but also to the supporting resources that were used by the team involved in developing the course. These resources build what the authors are calling a "production toolkit," which can be put into action by any individual or team embarking on the development of their own course. This paper details the background of the project, an overview of the pedagogy that underpins the project, the tools used to produce the course, and the design decisions used during production. Though specific examples are used from the course, the design principles and resources presented can be used across projects.  

scholarly journals I Would Have Had More Success If: Student Reflections On Their Performance In Online And Blended Courses

2010 ◽  
Vol 3 (11) ◽  
pp. 13-22 ◽  
Author(s):  
G. Sherrie Lewis
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Administrative Support ◽  
Demographic Data ◽  
Course Materials ◽  
Blended Courses ◽  
Learner Perceptions ◽  
And Performance ◽  
Student Reflections

Anecdotal research is a common phenomenon in the study of distance education.  In an effort to review some of the factors that affect student satisfaction, an existing instrument was used to gauge learner perceptions of online interaction/communication, learning and performance, collaboration, hardware and software issues and the quality of support. According to some authors, use of samples of convenience and small study populations, the conclusions drawn by Yu and Brandenburg (2006) could not be generalized across differing student populations.  In an effort to create some generalizable conclusions regarding student perceptions, surveys contained some of Yu and Brandenburg’s (2006) inquiries on communication, interaction, perceptions of the instructor, course materials and the availability of student support services in online and blended courses. Questions on student demographic data were also included.  The purpose of this study is to examine some of the ideas associated with existing distance education research.  It was hypothesized that students would have had more success if 1) they had more time to interact with other students, 2) knew what the course expectations were prior to registration, c) they had access to a newer computer, and 4) they had administrative support. 

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

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