Perspectives of teachers and students towards COVID-19-forced online examinations in higher education institutions
PurposeWith the current COVID-19 outbreak, the majority of the higher educational institutes (HEI) are conducting online examinations to assess their students, where both teachers and students are facing various constraints. Under these circumstances, it is very important to understand the perspecti...
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| Veröffentlicht in: | Journal of applied research in higher education 2023-06, Vol.15 (4), p.1029-1046 |
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| container_title | Journal of applied research in higher education |
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| creator | Madugula, Neelima Allamsetty, Srikanth Sinha, Abhinav Mishra, Subhendu Chandra, M.V. Satya Sai Krishnan, Dhanya |
| description | PurposeWith the current COVID-19 outbreak, the majority of the higher educational institutes (HEI) are conducting online examinations to assess their students, where both teachers and students are facing various constraints. Under these circumstances, it is very important to understand the perspectives of teachers and students towards online examinations in higher education institutions and the factors affecting their perspectives.Design/methodology/approachThis study has been conducted with the mentioned objective through online survey responses and rigorous statistical analysis of the data. The data analysis has been performed and presented using self-explanatory bar graphs, partial least squares structural equation modeling (PLS-SEM) and sentiment analysis.FindingsWhile the students responded diversely for items in one of the constructs: scope for malpractice, the teachers agreed with the items, indicating that the online exams are not sufficiently effective in dealing with cheating and malpractice. Few more issues related to Internet connections, short time duration for uploading answer scripts are identified as problems and need attention while framing the rules to conduct the online examinations in future.Originality/valueA new questionnaire was drafted to measure the effect of different constructs. An attempt is made to understand the perspectives of both the teachers and the students towards online examinations with respect to each of these considered constructs with a rigorous statistical analysis. |
| doi_str_mv | 10.1108/JARHE-05-2022-0156 |
| format | Article |
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Satya Sai ; Krishnan, Dhanya</creator><creatorcontrib>Madugula, Neelima ; Allamsetty, Srikanth ; Sinha, Abhinav ; Mishra, Subhendu ; Chandra, M.V. Satya Sai ; Krishnan, Dhanya</creatorcontrib><description>PurposeWith the current COVID-19 outbreak, the majority of the higher educational institutes (HEI) are conducting online examinations to assess their students, where both teachers and students are facing various constraints. Under these circumstances, it is very important to understand the perspectives of teachers and students towards online examinations in higher education institutions and the factors affecting their perspectives.Design/methodology/approachThis study has been conducted with the mentioned objective through online survey responses and rigorous statistical analysis of the data. The data analysis has been performed and presented using self-explanatory bar graphs, partial least squares structural equation modeling (PLS-SEM) and sentiment analysis.FindingsWhile the students responded diversely for items in one of the constructs: scope for malpractice, the teachers agreed with the items, indicating that the online exams are not sufficiently effective in dealing with cheating and malpractice. Few more issues related to Internet connections, short time duration for uploading answer scripts are identified as problems and need attention while framing the rules to conduct the online examinations in future.Originality/valueA new questionnaire was drafted to measure the effect of different constructs. An attempt is made to understand the perspectives of both the teachers and the students towards online examinations with respect to each of these considered constructs with a rigorous statistical analysis.</description><identifier>ISSN: 2050-7003</identifier><identifier>EISSN: 1758-1184</identifier><identifier>DOI: 10.1108/JARHE-05-2022-0156</identifier><language>eng</language><publisher>Bingley: Emerald Publishing Limited</publisher><subject>Academic misconduct ; Age Differences ; Cheating ; College Faculty ; College Students ; Computer Assisted Testing ; COVID-19 ; Distance Education ; Distance learning ; Educational Environment ; Educational Technology ; Empowerment ; Gender ; Gender Differences ; Higher education ; Hypotheses ; Internet ; Negligence ; Online instruction ; Pandemics ; Rural Urban Differences ; Student Attitudes ; Teacher Attitudes ; Teachers ; Teaching ; Technology Acceptance Model ; Undergraduate Students</subject><ispartof>Journal of applied research in higher education, 2023-06, Vol.15 (4), p.1029-1046</ispartof><rights>Emerald Publishing Limited</rights><rights>Emerald Publishing Limited.</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c339t-d4b2d573fd2f7ea1f1f2d4fe04ea678a8acfba284bfbab83a1873e9a53e6fa153</citedby><cites>FETCH-LOGICAL-c339t-d4b2d573fd2f7ea1f1f2d4fe04ea678a8acfba284bfbab83a1873e9a53e6fa153</cites><orcidid>0000-0003-3255-5337 ; 0000-0002-8372-6020 ; 0000-0002-3559-238X ; 0000-0001-5638-382X ; 0000-0002-4989-1356 ; 0000-0002-4039-1582</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.emerald.com/insight/content/doi/10.1108/JARHE-05-2022-0156/full/html$$EHTML$$P50$$Gemerald$$H</linktohtml><link.rule.ids>314,780,784,21695,27924,27925,53244</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1380745$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Madugula, Neelima</creatorcontrib><creatorcontrib>Allamsetty, Srikanth</creatorcontrib><creatorcontrib>Sinha, Abhinav</creatorcontrib><creatorcontrib>Mishra, Subhendu</creatorcontrib><creatorcontrib>Chandra, M.V. 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The data analysis has been performed and presented using self-explanatory bar graphs, partial least squares structural equation modeling (PLS-SEM) and sentiment analysis.FindingsWhile the students responded diversely for items in one of the constructs: scope for malpractice, the teachers agreed with the items, indicating that the online exams are not sufficiently effective in dealing with cheating and malpractice. Few more issues related to Internet connections, short time duration for uploading answer scripts are identified as problems and need attention while framing the rules to conduct the online examinations in future.Originality/valueA new questionnaire was drafted to measure the effect of different constructs. 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Satya Sai ; Krishnan, Dhanya</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c339t-d4b2d573fd2f7ea1f1f2d4fe04ea678a8acfba284bfbab83a1873e9a53e6fa153</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Academic misconduct</topic><topic>Age Differences</topic><topic>Cheating</topic><topic>College Faculty</topic><topic>College Students</topic><topic>Computer Assisted Testing</topic><topic>COVID-19</topic><topic>Distance Education</topic><topic>Distance learning</topic><topic>Educational Environment</topic><topic>Educational Technology</topic><topic>Empowerment</topic><topic>Gender</topic><topic>Gender Differences</topic><topic>Higher education</topic><topic>Hypotheses</topic><topic>Internet</topic><topic>Negligence</topic><topic>Online instruction</topic><topic>Pandemics</topic><topic>Rural Urban Differences</topic><topic>Student Attitudes</topic><topic>Teacher Attitudes</topic><topic>Teachers</topic><topic>Teaching</topic><topic>Technology Acceptance Model</topic><topic>Undergraduate Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Madugula, Neelima</creatorcontrib><creatorcontrib>Allamsetty, Srikanth</creatorcontrib><creatorcontrib>Sinha, Abhinav</creatorcontrib><creatorcontrib>Mishra, Subhendu</creatorcontrib><creatorcontrib>Chandra, M.V. 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Satya Sai</au><au>Krishnan, Dhanya</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1380745</ericid><atitle>Perspectives of teachers and students towards COVID-19-forced online examinations in higher education institutions</atitle><jtitle>Journal of applied research in higher education</jtitle><date>2023-06-09</date><risdate>2023</risdate><volume>15</volume><issue>4</issue><spage>1029</spage><epage>1046</epage><pages>1029-1046</pages><issn>2050-7003</issn><eissn>1758-1184</eissn><abstract>PurposeWith the current COVID-19 outbreak, the majority of the higher educational institutes (HEI) are conducting online examinations to assess their students, where both teachers and students are facing various constraints. 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Few more issues related to Internet connections, short time duration for uploading answer scripts are identified as problems and need attention while framing the rules to conduct the online examinations in future.Originality/valueA new questionnaire was drafted to measure the effect of different constructs. An attempt is made to understand the perspectives of both the teachers and the students towards online examinations with respect to each of these considered constructs with a rigorous statistical analysis.</abstract><cop>Bingley</cop><pub>Emerald Publishing Limited</pub><doi>10.1108/JARHE-05-2022-0156</doi><tpages>18</tpages><orcidid>https://orcid.org/0000-0003-3255-5337</orcidid><orcidid>https://orcid.org/0000-0002-8372-6020</orcidid><orcidid>https://orcid.org/0000-0002-3559-238X</orcidid><orcidid>https://orcid.org/0000-0001-5638-382X</orcidid><orcidid>https://orcid.org/0000-0002-4989-1356</orcidid><orcidid>https://orcid.org/0000-0002-4039-1582</orcidid></addata></record> |
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| ispartof | Journal of applied research in higher education, 2023-06, Vol.15 (4), p.1029-1046 |
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| subjects | Academic misconduct Age Differences Cheating College Faculty College Students Computer Assisted Testing COVID-19 Distance Education Distance learning Educational Environment Educational Technology Empowerment Gender Gender Differences Higher education Hypotheses Internet Negligence Online instruction Pandemics Rural Urban Differences Student Attitudes Teacher Attitudes Teachers Teaching Technology Acceptance Model Undergraduate Students |
| title | Perspectives of teachers and students towards COVID-19-forced online examinations in higher education institutions |
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