e-Authentication for Online Assessment: A Mixed-Method Study

Autor/inn/en	Okada, Alexandra; Whitelock, Denise; Holmes, Wayne; Edwards, Chris
Titel	e-Authentication for Online Assessment: A Mixed-Method Study
Quelle	In: British Journal of Educational Technology, 50 (2019) 2, S.861-875 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12608
Schlagwörter	Student Attitudes; Technology Uses in Education; Educational Technology; Distance Education; Gender Differences; Age Differences; Cheating; Plagiarism; Privacy; Disabilities; Prevention; Computer Software; Integrity + Suchen Sie Ihr Suchwort? Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Prellen; Plagiat; Privatsphäre; Handicap; Behinderung; Prävention; Vorbeugung; Integrität
Abstract	Authenticating the students' identity and authenticity of their work is increasingly important to reduce academic malpractices and for quality assurance purposes in Education. There is a growing body of research about technological innovations to combat cheating and plagiarism. However, the literature is very limited on the impact of e-authentication systems across distinctive end-users because it is not a widespread practice at the moment. A considerable gap is to understand whether the use of e-authentication systems would increase trust on e-assessment, and to extend, whether students' acceptance would vary across gender, age and previous experiences. This study aims to shed light on this area by examining the attitudes and experiences of 328 students who used an authentication system known as "adaptive trust-based e-assessment system for learning" ("TeSLA"). Evidence from mixed-method analysis suggests a broadly positive acceptance of these e-authentication technologies by distance education students. However, significant differences in the students' responses indicated, for instance, that men were less concerned about providing personal data than women; middle-aged participants were more aware of the nuances of cheating and plagiarism; while younger students were more likely to reject e-authentication, considerably due to data privacy and security and students with disabilities due to concerns about their special needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01