E-Assessment Challenges during E-Learning in Higher Education: A Case Study

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  • Author(s): Yazid Meftah Ali Wahas (ORCID Yazid Meftah Ali Wahas (ORCID 0000-0002-6646-5279); Akbar Joseph A. Sy
  • Language:
    English
  • Source:
    Education and Information Technologies. 2024 29(11):14431-14450.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      20
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Educational Technology; Technology Uses in Education; Computer Assisted Testing; Barriers; College Students; College Faculty; Familiarity; Foreign Countries
    • Subject Terms:
      India
    • Accession Number:
      10.1007/s10639-023-12421-0
    • ISSN:
      1360-2357
      1573-7608
    • Abstract:
      Technology has become a fundamental means to encourage reliable and more effective assessments. Rapid technological developments have led to the widespread use of digital platforms and devices in all aspects of life. Educational institutions worldwide had to take advantage of this technological leap during pandemics such as COVID-19, which changed the shape of higher education and prompted the entire globe to adopt online learning as a new form of teaching. E-learning has ushered in a revolution in the educational process. E-assessment has become a significant tool of e-learning in many parts of the world, and has served as an alternative to evaluate students' performance. E-assessment has many advantages such as being reliable, flexible, and accessible through many devices. However, it is unfamiliar to both teachers and students and vulnerable to piracy, cheating, and impersonation. Thus, this study aims to investigate the challenges of e-assessment faced by teachers and students during e-learning at Aligarh Muslim University (AMU), India. The theory of planned behavior (TPB) was applied to test participants' attitudes toward implementing e-assessment during online learning. The study used a quantitative method, and an online questionnaire was delivered to 120 participants. The survey addressed three domains: (1) technological and technical challenges, (2) teachers' challenges, and (3) students' challenges. The findings of the study showed that both teachers and students were unfamiliar with this type of assessment as they used it for the first time.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1437300