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University of Maribor Faculty of Organisational Sciences

University of Maribor Faculty of Organisational Sciences. Comparing students’ readiness for e-examinations in 2004 and 2005. Eva Jereb & Igor Bernik eva.jereb@fov.uni-mb.si. 8 th International Conference on Education, Athens. E -learning. exists for a relatively long time.

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University of Maribor Faculty of Organisational Sciences

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  1. University of MariborFaculty of Organisational Sciences Comparing students’ readiness for e-examinations in 2004 and 2005 Eva Jereb & Igor Bernik eva.jereb@fov.uni-mb.si 8th International Conference on Education, Athens

  2. E-learning exists for a relatively long time E-examination is still in its infancy • At the presented research we tried to find out: • whether e-examination is reasonable • whether the students are prepared for this kind of examination • whether and why they expect e-examinations with anxiety • how and when e-examination should be introduced to the students • For better implementation of e-examinations regardless of location we investigated the readiness of students to take this kind of exams.

  3. Why e-exams? • Grading the exams automatically promises: faster, cheaper and more consistent grading. • The number of candidates who should be examined is rising. • Even if automatic marking is not used capturing student’s answers electronically has benefits in legibility and comprehension. • Higher security with tests being held electronically and being released to candidates at the start of the examination. • Immediate feedback. • At any time and any place. E-examination has potential for speeding up the whole examination process.

  4. Alternatives 1. No e-examinations. Examinations should be oral or written on paper. 2. Use e-examinations for instant tests and classic tests for final exams. 3. Combining electronic and classic examinations. 4. E-examinations only. In classroom or remote, synchronous or asynchronous.

  5. Methodology GDSS GroupSystems

  6. Survey statements:

  7. Results 2004 • 54 students (20 females and 34 males) participated • Ages ranged from 21 to 44 years, with a mean of 27 years and 5 month (M=24,4 years for females and M=29,2 years for males). 2005 • 173 students (107 females and 66 males)participated • Ages ranged from 20 to 50 years, with a mean of 25 years and 6 month (M=26,36 years for females and M=24,71 years for males).

  8. S1: I would replace classic written or oral exams with e-exams. Students agree with replacing classic written or oral exams with e-exams. Note: results are in percentage.

  9. S2: Immediate feedback is one of the main advantages of e-examination. One of the main reasons why students like idea about e-examinations is the possibility ofimmediate feedback. Note: results are in percentage.

  10. S3: E-examination is far more interesting than classic, it motivates me. E-examinations attract and motivate large number of students. Note: results are in percentage.

  11. S4: E-examinations should be time limited. Time should be limited to reduce cheating, to raise motivation and to reduce fatigue of long lasting tiring examination. Note: results are in percentage.

  12. S5: E-examinations ensure objective evaluation of results. Trust in results evaluation objectivity isdecreasing. Note: results are in percentage.

  13. S6: E-examinations require a high level of ICT knowledge. Some students are anxious because they are not familiar with e-examination method. But we can see less fear of the computer technology in the year 2005. Note: results are in percentage.

  14. S7: E-examinations is straining, it would make me too tired. Students do not think that e-examination is straining andtiring. More than half of them strongly disagree with statement 7. Note: results are in percentage.

  15. S8: One of the advantages of e-examinations is less possibility of cheating. Up-to-date technology enables good control over examinations and reduces cheating. Note: results are in percentage.

  16. S9: Knowledge should be tested instantly with help of e-examinations. We are all different. Some like the idea of instantpressure, some dislike. Note: results are in percentage.

  17. S10: E-examinations could take place remote from the school. Result of social trend; lack of time and need of flexibility. Note: results are in percentage.

  18. S11: E-examinations could be carried out anytime, according to individuals. Result of social trend; lack of time and need of flexibility as well. Note: results are in percentage.

  19. S12: If I could choose I would choose e-examinations. Students are afraid of new challenges and are not familiar with the new method of testing. Note: results are in percentage.

  20. Decision • For the next generation of students we will be using combination of classic and e-examinations. • We will try to introduce e-examination in all fields where possible. The final idea is to replace classic examinations with e-examinations in whole ofcourse where possible.

  21. Conclusion • Feedback from the students confirmed the need of introducing e-examinations. • Important factors for the positive relations towards e-examinations, are: • Immediate feedback • Freedom of choice of place • Students are becoming more familiar with up to date ICT technology and are less afraid. • But students still do not know whether e-exams are good or bad for them. • Next step  pilot testing.

  22. University of MariborFaculty of Organisational Sciences Thank you. Eva Jereb & Igor Bernik eva.jereb@fov.uni-mb.si 8th International Conference on Education, Athens

  23. Before and after taking e-test

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