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1 – 10 of over 70000Darrall Thompson and Ian McGregor
Group‐based tasks or assignments, if well designed, can yield benefits for student employability and other important attribute developments. However there is a fundamental problem…
Abstract
Purpose
Group‐based tasks or assignments, if well designed, can yield benefits for student employability and other important attribute developments. However there is a fundamental problem when all members of the group receive the same mark and feedback. Disregarding the quality and level of individual contributions can seriously undermine many of the educational benefits that groupwork can potentially provide. This paper aims to describe the authors' research and practical experiences of using self and peer assessment in an attempt to retain these benefits.
Design/methodology/approach
Both authors separately used different paper‐based methods of self and peer assessment and then used the same web‐based assessment tool. Case studies of their use of the online tool are described in Business Faculty and Design School subjects. Student comments and tabular data from their self and peer assessment ratings were compared from the two Faculties.
Findings
The value of anonymity when using the online system was found to be important for students. The automatic calculation of student ratings facilitated the self and peer assessment process for large classes in both design and business subjects. Students using the online system felt they were fairly treated in the assessment process as long as it was explained to them beforehand. Students exercised responsibility in the online ratings process by not over‐using the lowest rating category. Student comments and analysis of ratings implied that a careful and reflective evaluation of their group engagement was achieved online compared with the paper‐based examples quoted.
Research limitations/implications
This was not a control group study as the subjects in business and design were different for both paper‐based and online systems. Although the online system used was the same (SPARK), the group sizes, rating scales and self and peer assessment criteria were different in the design and business cases.
Originality/value
The use of paper‐based approaches to calculate a fair distribution of marks to individual group members was not viable for the reasons identified. The article shows that the online system is a very viable option, particularly in large student cohorts where students are unlikely to know one another.
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Ellis L.C. Osabutey, P.K. Senyo and Bernard F. Bempong
With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory…
Abstract
Purpose
With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory findings on how students perceive online assessment and its impact on their academic performance. Thus, the purpose of this study is to evaluate the potential impact of online assessment on students' academic performance.
Design/methodology/approach
This study proposes a research model based on the task–technology fit theory and empirically validates the model using a survey from students in the UK. In addition, the study conducted four experiments based on paper-based and online assessments and analysed the data using paired sample t test and structural equation modelling.
Findings
The findings show that the use of online assessment has a positive impact on students' academic performance. Similarly, the results from the experiment also indicate that students perform better using online assessments than paper-based assessments.
Practical implications
The findings provide crucial evidence needed to shape policy towards institutionalising online assessment. In addition, the findings provide assurance to students, academics, administrators and policymakers that carefully designed online assessments can improve students' academic performance. Moreover, the study also provides important insights for curriculum redesign towards transitioning to online assessment in higher education institutions.
Originality/value
This study advances research by offering a more nuanced understanding of online assessment on students' academic performance since the majority of previous studies have offered contradictory findings. In addition, the study moves beyond existing research by complementing assessment results with the views of students in evaluating the impact of online assessment on their academic performance. Second, the study develops and validates a research model that explains how the fits between technology and assessment tasks influence students' academic performance. Lastly, the study provides evidence to support the wide use of online assessment in higher education.
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Amit Joshi, Muddu Vinay and Preeti Bhaskar
In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has…
Abstract
Purpose
In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India.
Design/methodology/approach
Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data.
Findings
The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments.
Practical implications
The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future.
Originality/value
Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.
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Irshad Ali, Anil K. Narayan and Dilani Gedera
The aim of this paper is to provide insights into challenges and opportunities in transforming assessment of learning in accounting education from established practices to…
Abstract
Purpose
The aim of this paper is to provide insights into challenges and opportunities in transforming assessment of learning in accounting education from established practices to technology-based methods. 10; 10;
Design/methodology/approach
This reflective commentary is based on personal reflections and experiences of three senior academics from the same university on the accelerated utilisation of online assessment in accounting education due to COVID-19. Further information was obtained from document analysis, informal conversations with colleagues and observations.
Findings
The findings of this paper suggest that despite numerous challenges, online assessments may replace traditional face-to-face assessments such as tests and exams in accounting and if done properly, this could drive significant improvements in student learning and outcomes. Institutions need to invest in appropriate technology, provide appropriate staff training and ensure good online assessment design that incorporates principles of authenticity and fairness. Robust online assessment practices need to be integrated with e-proctoring systems to ensure academic integrity is upheld.
Practical implications
The paper provides functional insights to higher education management, teaching staff and other stakeholders such as professional accreditation bodies on challenges and opportunities in utilising online assessments. It offers guidance to educators on transforming assessment of learning using the power of technology.
Originality/value
The ideas in this paper are original. The paper shares our lived experiences in transforming established assessment practices in accounting courses to align with online teaching and learning due to COVID-19.
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Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares
This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library…
Abstract
Purpose
This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.
Design/methodology/approach
It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.
Findings
It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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The purpose of this paper is to reflect on the shift of assessments online and the potential impact on academic integrity and misconduct. The rapid pivot to online teaching as a…
Abstract
Purpose
The purpose of this paper is to reflect on the shift of assessments online and the potential impact on academic integrity and misconduct. The rapid pivot to online teaching as a result of COVID19 and our experiences in the accounting academy is the embodiment of the phrase “may you live in interesting times”. As teaching and learning activities shifted online, so did assessment of student learning. A topic of great discussion amongst faculty is whether accounting exams should be invigilated online and whether exams should be used at all to assess student learning.
Design/methodology/approach
This paper uses personal reflections and experiences to analyse the tensions between the risk of academic misconduct, maintaining assessment security and accreditation requirements of professional accounting bodies during the shift of assessment tasks online in 2020. These tensions are analysed using the fraud triangle framework (Cressey, 1973).
Findings
Students face incentives and pressures to engage in misconduct, opportunities that arise from online learning and assessment, and hold complex perceptions around their attitudes towards academic integrity and rationalisations of misconduct behaviour.
Originality/value
Suggestions are made as to how the accounting academy can move forward, taking advantages of online assessment, while still ensuring that our graduates are meeting the competencies required to join the accounting profession.
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A. Devisakti and Muhammad Muftahu
The advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from…
Abstract
Purpose
The advancement of technology in the last decades transformed the education from mortar and brick into online teaching and learning. It also changed the assessments from paper-based to technology-supported assessments. This study aims to examine how technology support student's online assessments in higher education institutions from diverse background.
Design/methodology/approach
Data were collected from 411 undergraduates in both public and private universities in Malaysia and analysed using partial least square-structural equation modelling.
Findings
The findings implied that performance expectancy and resources-facilitating conditions have a positive significant relationship with behavioural intention. IT experience moderates the relationship between effort expectancy, social influence and behaviour intention to use online assessment.
Originality/value
This study offered new insights into the intention to use online assessment among diverse student's background.
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Linda Lin, Dennis Foung and Julia Chen
This study aims to examine the impact of the transformation of an assessment on students’ performance and perspectives in an English for Academic Purposes course in Hong Kong. The…
Abstract
Purpose
This study aims to examine the impact of the transformation of an assessment on students’ performance and perspectives in an English for Academic Purposes course in Hong Kong. The assessment was changed from the traditional pen-and-paper mode to an unproctored online mode.
Design/methodology/approach
Using mixed methods, the research team analysed the differences between the assessment performances of those who took the course before the pandemic (n = 664) and those who took it during the pandemic (n = 702). Furthermore, focus group interviews were conducted with seven students regarding their perspectives on the unproctored assessment.
Findings
The results revealed that, although there were no major differences in the overall grades of the two groups, students who were assessed online during the pandemic performed significantly better in terms of their English use. Nevertheless, the shift to online assessment had several negative effects on the students.
Originality/value
Previous studies on unproctored online assessments (UOA) were concerned with potential learning quality issues, such as plagiarism and grade inflation. This study, however, provided empirical evidence that high-quality assessment delivery can be provided via UOA if the question types and assessment arrangements are carefully decided.
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Ruslan Ramanau, Jane Hughes and Paul Grayson
In the last two decades, online computer-marked assignments (CMAs) have been widely used in accounting education. Although there is a growing body of research on this form of…
Abstract
In the last two decades, online computer-marked assignments (CMAs) have been widely used in accounting education. Although there is a growing body of research on this form of online assessment, most of the previous studies relied on small samples of respondents or focused on student self-report using survey methods. This exploratory mixed-method study aims to combine a quantitative analysis of learners’ academic performance on an online Financial Accounting course with a more in-depth exploration of learner experiences using qualitative methods. The quantitative findings suggest that student previous educational qualifications, age and experience of studying a similar subject are strongly associated with CMA completion, which is also linked to scores on other pieces of assessed work. The qualitative results show that from the learners’ perspective, diversifying assessment methods, introducing low-stakes assessment activities and creating opportunities for situational interest are viewed as key aspects of online CMA design. This paper concludes with discussing the implications of the study for designing and delivering online courses in accounting, particularly in the light of the growing popularity of massive open online courses (MOOCs).
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Tessa Withorn, Joanna Messer Kimmitt, Carolyn Caffrey, Anthony Andora, Cristina Springfield, Dana Ospina, Maggie Clarke, George Martinez, Amalia Castañeda, Aric Haas and Wendolyn Vermeer
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography…
Abstract
Purpose
This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.
Design/methodology/approach
This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.
Findings
The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.
Originality/value
The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.
Details