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dc.contributor.authorOkada A.
dc.contributor.authorNoguera I.
dc.contributor.authorAlexieva L.
dc.contributor.authorRozeva A.
dc.contributor.authorKocdar S.
dc.contributor.authorBrouns F.
dc.contributor.authorGuerrero-Roldán A.-E.
dc.date.accessioned2020-07-09T20:55:09Z
dc.date.available2020-07-09T20:55:09Z
dc.date.issued2019
dc.identifier.issn0007-1013
dc.identifier.urihttps://doi.org/10.1111/bjet.12733
dc.identifier.urihttps://hdl.handle.net/11421/23903
dc.description.abstractChecking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support. © 2019 The Authors. British Journal of Educational Technology published by John Wiley & Sons Ltd on behalf of BERAen_US
dc.description.sponsorshipEuropean Commission: H2020?ICT?2015/H2020?ICT?2015, 688520en_US
dc.description.sponsorshipWe are grateful to the  TeSLA  consortium. This work is supported by the European Commission (H2020?ICT?2015/H2020?ICT?2015), Number 688520.en_US
dc.language.isoengen_US
dc.publisherBlackwell Publishing Ltden_US
dc.relation.isversionof10.1111/bjet.12733en_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.titlePedagogical approaches for e-assessment with authentication and authorship verification in Higher Educationen_US
dc.typearticleen_US
dc.relation.journalBritish Journal of Educational Technologyen_US
dc.contributor.departmentAnadolu Üniversitesien_US
dc.identifier.volume50en_US
dc.identifier.issue6en_US
dc.identifier.startpage3264en_US
dc.identifier.endpage3282en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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