Using internet-based on-line assessment: A case study

Aisbitt, Sally; Sangster, Alan

doi:10.1080/06939280500346011

Cited by 44 publications

(71 citation statements)

References 7 publications

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“…The majority of students responded that they would rather take the online class. Aisbitt and Sangster (2005) described the implementation and effectiveness of a new online assessment system designed to encourage and reinforce the learning of basic principles in an introductory accounting course. A positive correlation was found between student performance in the online assessments and in their final examination.…”

Section: Related Workmentioning

confidence: 99%

The Extent to Which Students Have Sufficient Awareness of E-Learning and its Relation to Self-Studying and Academic Achievement

Adwan¹,

Awamrah²

2017

MAS

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Rapid development of information and communication technologies poses education to improve the quality of the educational process. And today the main focus in the current learning process is shifting toward the model of e-learning, to which aim mainly to provide students with convenient and round-the-clock access to educational materials, this open access valuable and available e-learning models provides an improved modern learning model that improve the educational process. This study aims to investigate the student's awareness of e-learning and how it is related to self studying and academic achievement. A well-designed online questionnaire developed and used to collect primary data and the statistical analysis has been applied to get the results. The result revealed that the sample students' have high awareness towards e-learning in the University of Jordan and using e-learning significantly affected their self-studying behavior and academic achievement.

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Section: Related Workmentioning

confidence: 99%

The Extent to Which Students Have Sufficient Awareness of E-Learning and its Relation to Self-Studying and Academic Achievement

Adwan¹,

Awamrah²

2017

MAS

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“…For such courses, it is challenging for a professor to provide timely feedback that is tailored and targeted toward improving both the process and the outcome of the students' problem-solving abilities. Educational research, however, emphasizes that formative feedback can engage and motivate students and help them to identify their weaknesses, reflect on their performance, and improve their study skills (Aisbitt & Sangster, 2005;Evans, 2013;Halabi, 2006;Lewis & Sewell, 2008). Moreover, the assessment load on professors is substantial if it includes manual marking and grading of written assignments and examinations.…”

Section: Resultsmentioning

confidence: 99%

Power to business professors: Automatic grading of problem-solving tasks in a spreadsheet

Bertheussen

2014

Journal of Accounting Education

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This paper presents an innovative approach based on Excel files and a detailed implementation guide that allows a professor with proficient spreadsheet skills to develop individualized problem-solving tasks for assignments and examinations that test students on cognitive thinking processes beyond memorizing and drilling. The professor accomplishes this goal by requiring the students to model a business problem-solving task in a worksheet environment. Each student's work is marked automatically by a generic "plug and play" Visual Basic for Application (VBA) algorithm. The scores and feedback provided are tailored to each individual student and address not only the problem-solving outcome but also the problem-solving process. The learning objective discussed in this work is implemented at a Norwegian university business school.

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“…Some of the key success factors are identification of the right skills to develop (IFAC, 1995b;Lyons, 1998), high interest and commitment from the most senior policy makers (IFAC, 1995b;Lyons, 1997), clear communication of requirements (IFAC, 1995b;Aisbitt and Sangster, 2005), usage of commercial software (IFAC, 1995b;Aisbitt and Sangster, 2005), team commitment (IFAC, 1995b;Aisbitt and Sangster, 2005), strong evaluation and feedback instruments (IFAC, 1995b;Aisbitt and Sangster, 2005), adoption of integration across curriculum approaches (IFAC, 1995b), meaningful subject areas (Gazely and Pybus, 1997;Aisbitt and Sangster, 2005), interest and attitude of academics towards IT skills (Gazely and Pybus, 1997), the optimum benefits of IT (Sangster, 1992;Lyon, 1997).…”

Section: Key Success and Failure Factorsmentioning

confidence: 99%

“…Although IT related modules are highly favoured by the accounting and finance students, they are not offered or offered only to a restricted number of students, because of limited resources both in terms of staff and infrastructure (Gazely and Pybus, 1997). Aisbitt and Sangster (2005) address the technology infrastructure problems such as software incompatibility, access problems and technical support as the main problems experienced in integrating Internet-based on-line assessment.…”

Section: Key Success and Failure Factorsmentioning

confidence: 99%

Information Technology Skills Development for Accounting Graduates: Intervening Conditions

Senik

Broad²

2011

IES

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This paper discusses the findings on factors perceived to mitigate educators from incorporating IT skills in their taught unit(s). The factors are discussed under three main categories, which are academic staff-based barriers, environmental-based barriers and student-based barriers.These barriers should be considered in order to encourage the integration initiatives and its successful implementation. These findings make significant contribution towards enhancing IT skills development and innovation in accounting education.

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Using internet-based on-line assessment: A case study

Cited by 44 publications

References 7 publications

The Extent to Which Students Have Sufficient Awareness of E-Learning and its Relation to Self-Studying and Academic Achievement

The Extent to Which Students Have Sufficient Awareness of E-Learning and its Relation to Self-Studying and Academic Achievement

Power to business professors: Automatic grading of problem-solving tasks in a spreadsheet

Information Technology Skills Development for Accounting Graduates: Intervening Conditions

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