Online examinations, commonly known as electronic examinations (e-exams), are becoming increasingly implemented in higher education institutions in Palestine. However, learners' perspectives on these exams remain unexplored. This study therefore examines learners' perceptions of the online examination practices at Palestine Technical University-Kadoorie. An online questionnaire survey of 342 undergraduate students elicited their perceptions of the relative advantages of online examinations in terms of pedagogy, validity, reliability, affective factors, practicality and security. The results show that online exams were perceived to have significant benefits over traditional, paper-based examinations, including reliability of grading and efficiency in terms of time, effort and money spent on the exam process. Conversely, participants identified many challenges facing the successful implementation of online exams regarding security, validity and fairness issues. The findings also indicate that e-exams are particularly suitable for formative assessment, for measuring learning rather than the summative assessment of learning. The successful implementation of online exams depends on designing them to be valid, reliable, secure and flexible.
Smart mobile devices (SMDs), especially smartphones and tablets, are becoming increasingly ubiquitous among educators and students in Palestine. While their use is on the rise, many academics are not effectively incorporating this technology into their teaching, which may be attributable to their negative perceptions of these devices. This study therefore examined academics' perceptions of the value of integrating SMDs into their teaching activities. A questionnaire survey collected data from 56 academic staff of the Palestine Technical University-Kadoorie, eliciting perceptions of the physical attributes of SMDs, participants' self-efficacy, the pedagogical affordance of mobile devices and challenges to their use in teaching. The findings show that participants were still at the stage of actively experimenting with smartphones and iPads, trialing their use at different levels and for different purposes. In general, although participants were unaware of the full potential of their functionalities, they viewed positively the various pedagogical affordances of integrating these devices into their teaching activities. The most important affordances were linking formal and informal learning spaces by providing anywhere-anytime learning opportunities, and developing interest in the subject matter, thus making learning experience more enjoyable, meaningful, and accessible. The results also identify various challenges including lack of experience and knowledge, finding the time to design and implement such integration, and selecting appropriate apps for the content being taught. Participants also expressed concerns with the limited connectivity and unreliability of Wi-Fi and 3G/4G networks in Palestine.
Abstract-The proliferation of Facebook use among students and teachers has created a new learning culture by providing innovative ways for teachers to enable learners to engage actively in different learning activities. This paper investigates the potential use of the Facebook social network site to support faculty in implementing a social constructivist approach to facilitate student-centred learning. To alleviate problems arising from poor student engagement in large classes, 240 students from An-Najah National University, Palestine, enrolled in four sections of an undergraduate Educational Technology course, were encouraged to participate in a number of formative activities through Facebook. A mixed-methods case study approach was followed. The quantitative data from a questionnaire were analyzed and triangulated alongside the qualitative analysis of the content analysis of postings on the Facebook group page and classroom observation. The results show that the technological affordances of Facebook have a very valuable role in facilitating a constructive approach by faculty members. A majority of students showed a positive attitude to learning via Facebook, being provided with more opportunities to engage personally, communicate and work collaboratively, helping them to construct their own learning and develop 21st century skills for life and learning through social interaction. The key to the successful implementation of social networking is initiating institutional change to facilitate the dissemination of the new pedagogical culture.
As higher education institutions (HEIs) make growing use of online education, enhancing and ensuring quality in online education (QOE) have become increasingly important for their competitiveness. Researchers and both national and international organizations have developed a variety of models, frameworks and guidelines for QOE. However, selecting from these a holistic quality framework that meets the needs and requirements of HEIs is challenging. This study reviews current QOE frameworks, guidelines and benchmarks used in diverse contexts, with reference to an analysis of 72 publications between 2000 and 2019, then introduces the ISO/IEC 40180 framework for quality assurance, quality management and quality improvement in IT-enhanced learning, education and training. The findings show that while no holistic quality framework for open education exists currently, ISO/IEC 40180 is a flexible and adaptable framework for revolutionary organizational change, meeting the needs of multiple stakeholders of educational organizations at the macro, meso and micro levels. Therefore, HEIs seeking to foster growth, competitiveness and international recognition are advised to consider adopting the ISO/IEC 40180 framework, which should be integrated into national quality education standards.
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