Phil Hancock , Jac Birt , Paul De Lange , Carolyn Fowler , Marie Kavanagh , Lorena Mitrione , Michaela Rankin
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引用次数: 0
Abstract
This study investigates student experiences and perceptions of online and face-to-face assessments. Focus groups were conducted with students at three Australian universities to understand their experiences of online examinations. Student perceptions and experiences of online examinations were mixed. Benefits include better reflecting workplaces and being able to complete the examination at a time that suited them. Whilst many students found taking online assessments at home less stressful, others felt they were less likely to perform well when compared to assessments on campus. Students also identified several challenges with online assessments. Students experienced stress due to failing technologies; needed additional time required to ‘write’ examinations; experienced feelings of isolation; and perceived that questions might be harder to prevent cheating.
期刊介绍：
The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.
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