1 HTW Berlin (GERMANY)
2 Beuth Hochschule für Technik (GERMANY)
About this paper:
Appears in: EDULEARN18 Proceedings
Publication year: 2018
Pages: 4012-4019
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1020
Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain
Online or e-tests are an important component of new digital learning approaches. E-tests enable efficient ways to facilitate the examination process and provide immediate feedback to the students. Also, with students being more and more proficient in applying e-learning methods it can be expected that e-tests are generally higher accepted by students. However, aspects such as perceived stress and negative impacts on the concentration performance of students may arise through an online test environment. In addition, the e-test situation potentially invites academic dishonesty as test results are sometimes visible to others on various monitors and not permitted web-resources might be used. Aim of the research was to improve effectiveness of university education through enhancing the examination processes in digital teaching approaches. The authors have analyzed three business courses on bachelor and master levels in which e-tests are applied. The students were asked how comfortable they feel with the test situation and how the e-test situation creates stress and potentially limits their performance. Also, students were asked to compare e-tests against traditional ways of exams. In addition to this, students were surveyed with regards to the possibilities of cheating during an e-test. As a general result, students still prefer slightly paper-based exams but accept and adapt to e-test scenarios. While undergraduate students often feel less stressed than graduate students in e-tests, master-level students are in some cases concerned that an e-test situation might limit their opportunities to bring the depth of their knowledge across. Cheating appears to be a problem in particular as long as e-test results are visible to a broader group. Based on the empirical results the authors have derived a set of recommendations on how to overcome major challenges in e-tests and how to increase the effectiveness of this examination approach. Lastly, the paper outlines key requirements on how to limit possibilities of academic dishonesty in e-tests and how to leverage the full breadth of technology opportunities offered by most e-test system.
Electronic tests, E-Test, Strain, Stress, Pressure, Concentration, Academic Dishonesty, Digital learning.