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As more courses move to online testing, it is important to understand how it can be used to enhance student learning. Adopting online testing strategies which have been documented to be effective (including increasing the frequency of testing, allowing the students to take the test “open book” and allowing the students two opportunities to take each test) may enhance student learning. This study assesses whether adopting these strategies, facilitated by online testing, leads to greater student learning.

I gathered data from eight sections of an undergraduate auditing course in which students in four sections of the class were tested using six online tests taken by the students outside of class. These six online tests were “open book” and allowed the students two opportunities to take each test. Scores from a common final exam are then compared to those from four sections of the same course where three in-class, traditional paper tests were administered. I also surveyed the online test group to gather information regarding their perceptions of online testing.

Students in the online group scored significantly higher on the tests and the final exam. Additionally, the online group reported a positive perception about their experience with online testing.

Online testing did not impair students’ learning, and if the testing environment is designed correctly, online testing may increase student learning.

Instructors considering introducing online testing should consider introducing some of the specific strategies and practical implications described in the chapter to increase student learning.

The purpose of this paper is to investigate how the factors from environmental level and personal level influence the knowledge sharing behavior and community participation.

This research study, which consisted of 394 valid respondents who were members of the Yambol online test community, used online survey to collect data. This research used the structural equation modeling to analyze the data with good model fit.

The results of this research showed the following: the anticipated reciprocal relationship, norm of reciprocity, and anticipated extrinsic rewards had a significant and positive effect on knowledge sharing behavior, respectively; knowledge sharing behavior had a significant and positive effect on community participation; knowledge sharing self-efficacy was the mediator between anticipated extrinsic rewards and knowledge sharing behavior; and community identification moderated the relationship between knowledge sharing behavior and community participation.

This study was a cross-sectional study. Future research can employ a longitudinal study to conduct long-term observations of knowledge sharing behavioral changes among members of the Yambol online test community. Moreover, this study applied social cognitive theory as the basis to explore the antecedents of knowledge sharing behavior of members of the Yambol online test community. Future research can apply a broad range of behavioral theory or combinations of research variables to explore comprehensive factors of knowledge sharing behavior.

From a managerial standpoint, this study can assist professional online learning community in understanding the antecedents of knowledge sharing behavior and community participation from personal and environmental level.

Yambol online test community managers can enhance reciprocity relationship between members in the emotional level. In addition, Yambol online test community managers can use the appropriate norm of reciprocity to strengthen the trust of community members and enhance the knowledge sharing behavior of community members in the rational level.

First, most scholars viewed knowledge sharing from perspectives of corporate, organizational, or a typical internet community, but rarely applied a perspective from a professional online learning community to conduct research. Therefore, this research focussed on professional online learning community as the research subject. Second, the literature review revealed that reciprocity divided into anticipated reciprocal relationship and norm of reciprocity. Previous studies have used anticipated reciprocal relationship or norm of reciprocity as research aspects for examining reciprocity; however, no other study has evaluated both concurrently. Third, studies on the behavioral dimension have included knowledge sharing behavior and community participation. This study examined the influence of knowledge sharing behavior on community participation. Additionally, community identification was the moderator of the effect of knowledge sharing behavior on community participation.

This study aims to gain insights into how students perceive online examination practices and evaluation, as well as identify the key factors that impact their intentions toward online exams.

This empirical study conducted in India utilized an online survey method between May 24 and June 14, 2022. The data were collected from 712 undergraduate and postgraduate students through a Google Docs questionnaire. Descriptive analysis, exploratory factor analysis (EFA), regression and reliability analysis were conducted to analyze the data.

There are many studies related to the adoption of online learning. However, there are limited studies that explore the adoption and acceptance of online examinations and evaluations. This paper intends to fill this gap and tries to highlight important factors influencing online examination usage by the students. Five important factors emerged in the study include “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention,” The study concludes that taking tests online is preferred for several reasons, including the perceived increased dependability of grades and the decreased cost, time and effort associated with taking exams.

This research explores students' perceptions of learning management systems (LMS)-based online exams and provides insights for students to better prepare and adapt. It assists policymakers in developing fair assessment policies and improving LMS platforms. The study contributes to the theoretical understanding of e-learning and calls for further research to enhance the effectiveness of online exams. It identifies gaps in existing literature and recommends larger sample sizes, broader representation, longitudinal data collection and conversational methods for future research.

This study shows increasing research on e-learning and online examinations, mostly using quantitative methods. The important variables for understanding students' perceptions of online exams are “pedagogy, validity, reliability,” “practicality,” “security,” “facilitating condition” and “intention.” Concerns raised include validity, fairness and security. Electronic exams are more suitable for formative evaluation, and validity, reliability, security and adaptability are key pillars for successful online testing.

Current online testing often lacks credibility, integrity, and reliability, though many online tests are implemented. Online testing with face recognition is a relatively new form of web‐based testing model in comparison to current testing. The purpose of this paper is to discuss implementation of face recognition technology to increase quiz efficacy and build credible online quiz systems.

While existing models of web‐based quiz systems are being improved, most current quiz models do not consider the function of fraud detection during a web‐based quiz. Online testing credibility includes the perceptions of the student and teacher on how the site would meet their expectations and how believable the testing scores are.

In a survey of faculty (25) and students (257) on online testing credibility, 80 percent of the teachers and 98 percent of the students doubt the score credibility of the current online testing system. After explaining and implementing face recognition system to the subjects, 74 percent of the teachers and 69 percent of the students positively believe the online testing result. According to hypothetical examination, face recognition, practicality, and interaction greatly shape users' opinions regarding online testing credibility.

The most prominent finding in this paper is that face recognition technology positively improves the online testing credibility.

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).

As more students take online courses as part of their college curricula, the integrity of testing in an online environment becomes increasingly important. The potential for cheating on exams is generally considered to be higher in an online environment. One approach to compensate for the absence of a physical proctor is to use a remote proctoring service that electronically monitors the student during the examination period.

We examined the exam grades for 261 students taking two different upper division accounting courses to determine if a computer-based remote proctoring service reduced the likelihood of cheating, measured through lower exam scores, as compared to classroom proctoring and no proctoring. We examined both online and on-campus courses.

In qualitative and quantitative accounting courses, evidence shows that grades were significantly lower for students who were proctored using a remote proctoring service compared to students who were not proctored. In the quantitative course, remote proctoring resulted in significantly lower final exam scores than either classroom or no proctoring. However, in the qualitative course, both remote proctoring online and live proctoring in a classroom resulted in significantly lower final exam scores than no proctoring, and they are not statistically different from each other.

Academics and administrators should find these results helpful. The results suggest that the use of proctoring services in online courses has the potential to enhance the integrity of online courses by reducing the opportunities for academic dishonesty during exams.

This study, a post hoc observational one, attempted to determine if career and technical education (CTE) students in the state of Mississippi would academically benefit from taking multiple formative assessments in an online format prior to completing their summative exams. Most CTE students in the state of Mississippi are required to take an end-of-course exam cataloged as the Mississippi Career and Planning Assessment System (MS-CPAS). Previously, MS-CPAS test score results did not impact school-wide accountability scores, but in recent years, some of the guidelines were changed so that these summative test scores now play a vital role in school accountability and rankings.

This study examines both formative and summative online exam scores for more than 13,000 students who have taken an MS-CPAS assessment in the 2018 and 2019 school years.

The results of this study revealed that there were significant differences in summative exam scores for students who took two online formative practice tests when compared to groups of students who did not take any formative practice tests. This study also illustrated a positive correlation between those students' final online practice test scores and their summative exam scores.

These results would prove very beneficial to both CTE teachers and directors in helping them understand the benefits of introducing formative practice tests into their programs to boost student understanding.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Many universities now offer courses online using learning management systems (LMS). Numerous studies have been conducted to assess the effectiveness of the LMS but few studies have examined how student online behavior within the course, or what they think about the online course, are related to their actual learning outcomes. The paper aims to discuss this issue.

In this study, student activity in an online business course was captured though learning analytics and assignments to determine if online activity and reflective learning impact final grade. A post-positivist ideology was employed. The dependent variable was the grade resulting from five assignments assessed using rubrics. Correlation, t-tests, multiple regression, surface response regression, General Linear Model (GLM)/F-tests, text analytics, analysis of means (ANOM), and cluster analysis were used to test the hypotheses.

Four statistically significant predictors of online student learning performance were identified: course logins, lesson reading, lesson quiz activity, and lesson quiz scores. This four factor model captured 78 percent of variance on course grade which is a strong effect and larger than comparative studies using learning analytics with online courses. Text analytics and ANOM conducted on student essays identified 17 reflective learning keywords that were grouped into five clusters to explain online student behavior.

First, from a pedagogy standpoint, encouraging students to complete more online lessons including quizzes, generally promotes learning, resulting in higher grades, which is a win:win for students and for the university. Second, from an IT perspective, the student pre and post testing resulted in statistically significant increase of IT-course knowledge, which puts students on a solid foundation to begin an online business course. Additionally, the link between students voicing IT problems but nonetheless scoring very well on the course certainly implies the development of IT self-efficacy, developed partly through the pre and post testing process. A clear link was established between course learning objectives and student learning performance by using a unique text analytics procedure.

The mixed-methods research design started with hypothesis testing using parametric and nonparametric techniques. Once a statistically significant predictive GLM was developed, qualitative data were collected from what the students thought as expressed in their last essay assignment. Text analytics was used to identify and statistically weight the 17 most frequent reflective learning keywords from student essays. A visual word cloud was presented. Parametric statistics were then used to partition the reflective learning keywords into grade boundaries. Nonparametric cluster analysis was used to group similar reflective keyword-grade associations together to form five clusters. The five clusters helped to explain student online behavior.

The purpose of this paper is to investigate the long-term development of online research skills among lower secondary school students and how various factors such as teaching interventions and students’ self-efficacy, attitudes, information and communication technology (ICT) activity and gender are associated with development.

Two intervention courses were implemented to improve online research skills among 7th-grade students. In the follow-up test in the 8th grade, students’ skills were measured in Web searching, critical evaluation of sources and argumentative use of Web information. Students’ self-efficacy beliefs in online research, their attitudes toward learning, behavioral intentions in online research and ICT activity were surveyed by questionnaires.

The main finding was that the effect observed immediately after the intervention in 7th grade did not last until the following year. A cluster analysis revealed six skill profiles characterizing strengths and weaknesses in students’ performance in the subtasks of online research and indicated that many students suffer from poor evaluation skills. Self-efficacy beliefs stood out as a student-related factor associated with the development of online research skills.

This study contributed to the pedagogy of online research skills. It indicates that small-scale interventions are not enough to enhance 7th-graders’ online research skills. Students need continuous practice in different contexts during their school years. It is important to support students’ self-efficacy to motivate them to develop their skills in all the subtasks of online research. This study also demonstrated the importance of follow-up studies in online research skills, as they have been rare thus far.