Remote electronic examinations: student experiences

Abstract

This paper presents the findings from a small-scale experiment investigating the presentation of a synchronous remote electronic examination. It discusses the students' experiences of taking such an examination. The study confirms that the majority of participants found the experience at least as good as a conventional written examination. In addition, typing answers does not prevent students from producing answers in the time available. However, the pressure of time continues to be a major cause of anxiety for students. The paper discusses technical issues, particularly those related to the loss of communications during the 3-hour duration of the exam. Although software processes were available to save and restore students' answers throughout the examination, problems still occurred and more robust software is required.

Predictor Factors For Actual Usage Of Online Evaluation And Assessment Systems: A Structural Equation Model (SEM) Study

“…Diğer yandan, "e-öğrenmenin ölçme ve değerlendirme " başlığında çok az çalışma vardır, fakat bu çalışmalar açıkçası çevrimiçi sınav için tasarlanmış araçları tanıtmaktadırlar (Tinoco, Barnette ve Fox, 1997;Zhenming, Liang ve Guohua, 2003;Thomas, Price, Petre, Carswell ve Richards, 2001;Thomas, Price, Paine ve Richards 2002). Bunlara kıyasla daha yeni olan bir diğer çalışma ise (Ullah, Xiao ve Lilley, 2012) çevrimiçi sınavların güvenlik ve kimlik doğrulama konuları ile ilgilenmektedir.…”

A phenomenological approach to experiences with technology: current state, promise, and future directions for research

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Remote desktop solutions used in e-Learning scenarios

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