Technological leverage in higher education: an evolving pedagogy

Abstract

Purpose The purpose of the study is to analyse the perception of students toward a computer-based exam on a custom-made digital device and their willingness to adopt the same for high-stake summative assessment. Design/methodology/approach This study followed an analytical methodology using survey design. A modified version of students’ perception of e-assessment questionnaire (SPEAQ) was used to elicit information from the subjects, who were drawn from a first-year post-graduate course in management and commerce, soliciting voluntary participation in the survey. SmartPLS 2.0 was the major analytical tool used to understand the theoretical robustness of observed and latent variables through structural equation modelling. The final model was retained based on the structural significance of the path coefficients. Findings The results of the study offer ample evidence to establish the proposed theoretical relationship. It was found that the subjects of the study maintained a positive attitude toward e-assessment. Hence, the introduction of e-exams for high-stake assessment is suitable to current generation students. Research limitations/implications Findings of the study may be irrelevant to students who are not subject to e-learning processes, as an e-assessment can only be effective when students have ample exposure to working on computers. Practical/implications A major practical implication of the study is that e-exams will positively influence the outcome of education and effectiveness of the teaching–learning process. Technology, as an eclectic paradigm, can amplify the educational outcome by boosting the competency of students to meet challenges of any emerging situations. Originality/value The idea of an e-exam, using a custom-made device, is unprecedented. This paper offers a convincing empirical evidence to academic administrators to integrate e-assessment with e-learning programs.

Evaluating factors affecting attitudes of IT-intensive and non-IT-intensive students towards e-assessment

“…However, due to the lack of the outcome variable, students' attitudes were only measured by the mean values of each item on the Likert 5-point scale to see whether students had positive (mean>3.25) or negative responses (mean<2.75). Succeeding researcher came up with the idea of combining SPEAQ with the outcome variable of 'willingness to adopt', which successfully enabled her to further identify factors significantly/insignificantly affecting students' attitudes of example in a private university of India [16].…”

The Challenges of E-learning Implementation among University Students in Yemen

“…Although broadband has reached most companies, the capacity does not happen at students' homes or locality. In many cases, for the students, a long waiting time can discourage the learning and/or training process, and can cause dropouts (Pillai and Prakash, 2017). In addition, E-learning continues to have problem in terms of trust that links to the capability, capacity, knowledge and skills between parties involved in the use of E-learning platform including services providers, organizations, and the instructors/teachers (Chou, 2020).…”

“…Similarly, universities in Yemen seem to face the challenges when the capacity of broadband width has limitation, particularly in certain residential areas. This situation can hinder the students from being motivated to attend the classes since students have long waiting time that may lead to dropout (Pillai and Prakash, 2017). In addition, E-learning continues to have the problem of a certain lack of trust both on the part of involving parties (students) and on the part of the group of teachers.…”

Relationship between faculty characteristics and their entrepreneurial orientation in higher education institutions in Kuwait

“…Faculty who embrace competitive mindsets and utilize cutting-edge teaching technologies are likely to increase the impact of their academic institutions in the business community (Meilani & Ginting, 2018 ). The use of e-assessments and social media technology are illustrations of rewarding digital tools implemented in HEI (Pillai and Prakash, 2017 ; Sharma & Pillai, 2017 ).…”