Attitude of higher education learners toward online examination
Keywords:
Online Examination, Saudi Arabia, learners of higher education, learners’ attitude.
Abstract
The study aimed to enrich the national online learning context and settle the skeptical arguments regarding the student's attitude toward online examination and misconduct among them. A cross-sectional approach is used, and an online survey distributed over the sample of the study consists of 762 higher education learners in Saudi universities. The results of the study showed those positive students' attitudes toward online examination, reveals no significant differences exist on the dependent variables between the different genders and degrees, and significant differences were evident on the dependent variables related to study year and college.
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References
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Hylton, K., Levy, Y., & Dringus, L. P. (2016). Utilizing webcam-based proctoring to deter misconduct in online exams. Computers & Education, 92-93(2016), 53-63.
Ilgaz, H., & Adanır, G. A. (2020). Providing online exams for online learners: Does it really matter for them? Education and Information Technologies, 25, 1255–1269. doi: 10.1007/s10639-019-10020-6
Inuwa, I. M., Taranikanti, V., Al-Rawahy, M., & Habbal, O. (2011). Perceptions and Attitudes of Medical Students towards Two Methods of Assessing Practical Anatomy Knowledge. Sultan Qaboos Univ Med J, 11(3), 383–390. doi: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3210049/
James, R. (2016). Tertiary student attitudes to invigilated, online summative examinations. International Journal of Educational Technology in Higher Education, 13, 1-13. doi: https://doi.org/10.1186/s41239-016-0015-0
Jeljeli, R., Alnaj, L., & Khazam, K. (2018). A Comparison Between Moodle, Facebook, and Paper-based Assessment Tools Students’ Perception of Preference and Effect on Performance. International Journal of Emerging Technologies in Learning (iJET), 13(5), 86-99.
Joshi, A., Vinay, M., & Bhaskar, P. (2020). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 17(4), 1-22. doi: https://doi.org/10.1108/ITSE-06-2020-0087
Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., & Alkhalifah, A. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Medical Education, 20(2020), 1-10. doi: 10.1186/s12909-020-02208-z
King, C. G., Guyette, R. W., & Piotrowski, C. (2009). Online Exams and Cheating: An Empirical Analysis of Business Students’ Views. Journal of Educators Online, 6(1), 11. doi: https://eric.ed.gov/?id=EJ904058
Marchisio, M., Barana, A., Fioravera, M., Rabellino, S., & Conte, A. (2018). A Model of Formative Automatic Assessment and Interactive Feedback for STEM. 42nd Annual Computer Software and Applications Conference (COMPSAC) (pp. 1016-1025). Tokyo, Japan: IEEE. doi: 10.1109/COMPSAC.2018.00178
Myyry, L., & Joutsenvirta, T. (2015). Open-book, open-web online examinations: Developing examination practices to support university students’ learning and self-efficacy. Active in Higher Learning, 16(2), 119-132.
Nguyen, J.G., Keuseman, K.J., & Humston, J.J. (2020). Minimize Online Cheating for Online Assessments During COVID-19 Pandemic. J. Chem. Educ., 97(9), 3429–3435. doi: https://doi.org/10.1021/acs.jchemed.0c00790
Öz, H., & Özturan, T. (2018). Computer-based and paper-based testing: Does the test administration mode influence the reliability and validity of achievement tests? Journal of Language and Linguistic Studies, 14(1), 67 - 85.
Paul, J., & Jefferson, F. (2019). A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016. Front. Comput. Sci., 1(7), 1-9. doi: https://doi.org/10.3389/fcomp.2019.00007
Peytcheva-Forsyth, R., Yovkova, B., & Aleksieva, L. (2018). Factors Affecting Students’ Attitudes Towards Online Learning - The Case of Sofia University. the 44th International Conference on Applications of Mathematics in Engineering and Economics (pp. 1-9). Bulgaria: AIP Publishing. doi: https://doi.org/10.1063/1.5082043
Ragupathi, K. (2020). Designing Effective Online Assessment. Singapore: National University of Singapore (NUS).
Sheridan, L., Kotevski, S., & Dean, B. (2014). Learner perspectives on online assessments as a mechanism to engage in reflective practice. Asia-Pacific Journal of Cooperative Education, 15(4), 335-345. doi: https://files.eric.ed.gov/fulltext/EJ1113574.pdf
Shraim, K. (2019). Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education-TOJDE, 20(4), 185-196. doi: https://doi.org/10.17718/tojde.640588
Tarricone, P., & Newhouse, C. P. (2016). Using comparative judgement and online technologies in the assessment and measurement of creative performance and capability. International Journal of Educational Technology in Higher Education, 13(2016), 1-11.
Bahar, M., & Asil, M. (2018). Attitude towards e-assessment: influence of gender, computer usage and level of education. Open Learning: The Journal of Open, Distance and e-Learning, 33(3), 221-237. doi: https://doi.org/10.1080/02680513.2018.1503529
Bettinger, E., Loeb, S., & Taylor, E. (2014). Remote but Influential: Peer Effects and Reflection in Online Higher Education Classrooms. Center for Economic Studies; Information and Forschung (CESIfo). doi: https://doi.org/10.1.1.712.4978
Daffin, L. W., & Jones, A. A. (2018). Comparing student performance on proctored and nonproctored exams in online psychology courses. Online Learning, 22(1), 131-145.
Greenberg, K., Lester, J. N., Evans, K., Williams, M., Hacker, C., & Halic, O. (2008). Student Learning with Performance-Based, In-Class and Learner-Centered, Online Exams. International Journal of Teaching and Learning in Higher Education, 20(3), 383-393.
Hakim, B. M. (2017). Comparative study on validity of paper-based test and computer-based test in the context of educational and psychological assessment among Arab students. International Journal of English Linguistics, 8(2), 85-91. doi: http://doi.org/10.5539/ijel.v8n2p85
Hylton, K., Levy, Y., & Dringus, L. P. (2016). Utilizing webcam-based proctoring to deter misconduct in online exams. Computers & Education, 92-93(2016), 53-63.
Ilgaz, H., & Adanır, G. A. (2020). Providing online exams for online learners: Does it really matter for them? Education and Information Technologies, 25, 1255–1269. doi: 10.1007/s10639-019-10020-6
Inuwa, I. M., Taranikanti, V., Al-Rawahy, M., & Habbal, O. (2011). Perceptions and Attitudes of Medical Students towards Two Methods of Assessing Practical Anatomy Knowledge. Sultan Qaboos Univ Med J, 11(3), 383–390. doi: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3210049/
James, R. (2016). Tertiary student attitudes to invigilated, online summative examinations. International Journal of Educational Technology in Higher Education, 13, 1-13. doi: https://doi.org/10.1186/s41239-016-0015-0
Jeljeli, R., Alnaj, L., & Khazam, K. (2018). A Comparison Between Moodle, Facebook, and Paper-based Assessment Tools Students’ Perception of Preference and Effect on Performance. International Journal of Emerging Technologies in Learning (iJET), 13(5), 86-99.
Joshi, A., Vinay, M., & Bhaskar, P. (2020). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 17(4), 1-22. doi: https://doi.org/10.1108/ITSE-06-2020-0087
Khalil, R., Mansour, A. E., Fadda, W. A., Almisnid, K., Aldamegh, M., Al-Nafeesah, A., & Alkhalifah, A. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Medical Education, 20(2020), 1-10. doi: 10.1186/s12909-020-02208-z
King, C. G., Guyette, R. W., & Piotrowski, C. (2009). Online Exams and Cheating: An Empirical Analysis of Business Students’ Views. Journal of Educators Online, 6(1), 11. doi: https://eric.ed.gov/?id=EJ904058
Marchisio, M., Barana, A., Fioravera, M., Rabellino, S., & Conte, A. (2018). A Model of Formative Automatic Assessment and Interactive Feedback for STEM. 42nd Annual Computer Software and Applications Conference (COMPSAC) (pp. 1016-1025). Tokyo, Japan: IEEE. doi: 10.1109/COMPSAC.2018.00178
Myyry, L., & Joutsenvirta, T. (2015). Open-book, open-web online examinations: Developing examination practices to support university students’ learning and self-efficacy. Active in Higher Learning, 16(2), 119-132.
Nguyen, J.G., Keuseman, K.J., & Humston, J.J. (2020). Minimize Online Cheating for Online Assessments During COVID-19 Pandemic. J. Chem. Educ., 97(9), 3429–3435. doi: https://doi.org/10.1021/acs.jchemed.0c00790
Öz, H., & Özturan, T. (2018). Computer-based and paper-based testing: Does the test administration mode influence the reliability and validity of achievement tests? Journal of Language and Linguistic Studies, 14(1), 67 - 85.
Paul, J., & Jefferson, F. (2019). A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course From 2009 to 2016. Front. Comput. Sci., 1(7), 1-9. doi: https://doi.org/10.3389/fcomp.2019.00007
Peytcheva-Forsyth, R., Yovkova, B., & Aleksieva, L. (2018). Factors Affecting Students’ Attitudes Towards Online Learning - The Case of Sofia University. the 44th International Conference on Applications of Mathematics in Engineering and Economics (pp. 1-9). Bulgaria: AIP Publishing. doi: https://doi.org/10.1063/1.5082043
Ragupathi, K. (2020). Designing Effective Online Assessment. Singapore: National University of Singapore (NUS).
Sheridan, L., Kotevski, S., & Dean, B. (2014). Learner perspectives on online assessments as a mechanism to engage in reflective practice. Asia-Pacific Journal of Cooperative Education, 15(4), 335-345. doi: https://files.eric.ed.gov/fulltext/EJ1113574.pdf
Shraim, K. (2019). Online Examination Practices in Higher Education Institutions: Learners’ Perspectives. Turkish Online Journal of Distance Education-TOJDE, 20(4), 185-196. doi: https://doi.org/10.17718/tojde.640588
Tarricone, P., & Newhouse, C. P. (2016). Using comparative judgement and online technologies in the assessment and measurement of creative performance and capability. International Journal of Educational Technology in Higher Education, 13(2016), 1-11.
Published
2022-07-04
How to Cite
Almoslamani, Y. (2022). Attitude of higher education learners toward online examination. Amazonia Investiga, 11(53), 176-185. https://doi.org/10.34069/AI/2022.53.05.17
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