A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity

被引:125
作者
Butler-Henderson, Kerryn [1 ]
Crawford, Joseph [2 ]
机构
[1] Univ Tasmania, Coll Hlth & Med, Locked Bag 1322, Launceston, Tas 7250, Australia
[2] Univ Tasmania, Acad Div, Locked Bag 1322, Launceston, Tas 7250, Australia
关键词
Adult learning applications; Architectures for educational technology system; Human-computer interface; Pedagogical issues; STUDENTS; EDUCATION; EXAMS; ASSESSMENTS; PERFORMANCE; ATTITUDES; DESIGN;
D O I
10.1016/j.compedu.2020.104024
中图分类号
TP39 [计算机的应用];
学科分类号
081203 ; 0835 ;
摘要
Digitization and automation across all industries has resulted in improvements in efficiencies and effectiveness to systems and process, and the higher education sector is not immune. Online learning, e-learning, electronic teaching tools, and digital assessments are not innovations. However, there has been limited implementation of online invigilated examinations in many countries. This paper provides a brief background on online examinations, followed by the results of a systematic review on the topic to explore the challenges and opportunities. We follow on with an explication of results from thirty-six papers, exploring nine key themes: student perceptions, student performance, anxiety, cheating, staff perceptions, authentication and security, interface design, and technology issues. While the literature on online examinations is growing, there is still a dearth of discussion at the pedagogical and governance levels.
引用
收藏
页数:12
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