Date: 3/11/2020
Category: Journal Article
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Source Author: Thomas Rachfall, Soeren Dressler, Forster-Trallo, Sandra Dressler
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Online or e-tests are an important component of new digital learning approaches. E-tests enable efficient ways to facilitate the examination process and provide immediate feedback to the students. Also, with students being more and more proficient in applying e-learning methods it can be expected that e-tests are generally higher accepted by students. However, aspects such as perceived strain and negative impacts on the concentration performance of students may arise through an online test environment. In addition, the e-test situation potentially invites academic dishonesty as test results are sometimes visible to others on various monitors and not permitted web-resources might be used. Aim of the research was to improve effectiveness of university education by enhancing the examination processes in digital teaching approaches. The authors have analyzed three business courses on bachelor and master levels in which e-tests are applied. The students were asked how comfortable they feel with the test situation and how the e-test situation creates strain and potentially limits their performance. Also, students were asked to compare e-tests against traditional ways of examination. In addition to this, students were surveyed with regards to the possibilities of cheating during an e-test. As a general result, students still prefer slightly paper-based exams but accept and adapt to e-test scenarios. While undergraduate students often feel less strained than graduate students in e-tests.