Refereed journal article or data article (A1)
Challenges when introducing electronic exam
List of Authors: Matti Kuikka, Markus Kitola, Mikko-Jussi Laakso
Publisher: Co-Action Publishing
Publication year: 2014
Journal: Research in Learning Technology
Volume number: 22
eISSN: 2156-7077
DOI: http://dx.doi.org/10.3402/rlt.v22.22817
URL: http://researchinlearningtechnology.net/index.php/rlt/article/view/22817
Abstract
Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers 10 may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences in Turku University of Applied Sciences (TUAS) where e-exams have been used since 2012. For this research, the authors used their personal experiences as administrators and teachers of current e-systems used 15 for e-exams in universities in Turku, Finland. Quantitative data were collected by survey from teachers in TUAS (the case study). The learning management systems, Moodle, Optima and ViLLE, and dedicated e-examination systems, Soft Tutor and Tenttis, were also compared to clarify what kind of features are available in order to ease teachers’ work with examinations. The results identified 20 various challenges during e-exam introduction in TUAS. The paper also provides a list of essential services or features for teachers to ease the introduction of e-exams. Among the analysed systems, ViLLE supported most of the required features, and can be used for both learning management and e-examination systems, providing teachers with one single system, which was found to be 25 important to teachers. The key service found by this paper is ‘support for teachers’, which is in line with previous studies.
Time pressures often necessitate the use of more efficient exam tools, such as electronic exams (e-exams), instead of traditional paper exams. However, teachers 10 may face challenges when introducing e-exams in a higher education context. This paper describes what kinds of challenges teachers may face when introducing e-exams, based on experiences in Turku University of Applied Sciences (TUAS) where e-exams have been used since 2012. For this research, the authors used their personal experiences as administrators and teachers of current e-systems used 15 for e-exams in universities in Turku, Finland. Quantitative data were collected by survey from teachers in TUAS (the case study). The learning management systems, Moodle, Optima and ViLLE, and dedicated e-examination systems, Soft Tutor and Tenttis, were also compared to clarify what kind of features are available in order to ease teachers’ work with examinations. The results identified 20 various challenges during e-exam introduction in TUAS. The paper also provides a list of essential services or features for teachers to ease the introduction of e-exams. Among the analysed systems, ViLLE supported most of the required features, and can be used for both learning management and e-examination systems, providing teachers with one single system, which was found to be 25 important to teachers. The key service found by this paper is ‘support for teachers’, which is in line with previous studies.
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