| 53704 |
Creator |
5e2b2739371b6edf8043c2bb8831a05e |
| 53704 |
Creator |
988e42a4ad32f24a3f8311a89515bcfc |
| 53704 |
Creator |
528518f5f6ccf758f31d0953fb6f4432 |
| 53704 |
Creator |
5d3d843d207672ff3d3bdab509f9c6dd |
| 53704 |
Date |
2018 |
| 53704 |
Date |
2019-03 |
| 53704 |
Date |
2019-02-26 |
| 53704 |
Is Part Of |
p14678535 |
| 53704 |
Is Part Of |
repository |
| 53704 |
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 in-crease 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 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. |
| 53704 |
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 <i>adaptive trust-based e-assessment system for learning
(TeSLA)</i>. 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. |
| 53704 |
authorList |
authors |
| 53704 |
issue |
2 |
| 53704 |
status |
peerReviewed |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/642926 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/642927 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/642928 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/642929 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/642930 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/642931 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/643434 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/643435 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/643436 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/643437 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/643438 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/643439 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/660897 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/663750 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/806199 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/806200 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/806201 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/806202 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/806203 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/806204 |
| 53704 |
uri |
http://data.open.ac.uk/oro/document/806205 |
| 53704 |
volume |
50 |
| 53704 |
type |
AcademicArticle |
| 53704 |
type |
Article |
| 53704 |
label |
Okada, Alexandra ; Whitelock, Denise ; Holmes, Wayne and Edwards, Chris (2018).
e-Authentication for online assessment: a mixed-method study. British Journal of
Educational Technology (Early Access). |
| 53704 |
label |
Okada, Alexandra ; Whitelock, Denise ; Holmes, Wayne and Edwards, Chris (2019).
e-Authentication for online assessment: A mixed-method study. British Journal of
Educational Technology, 50(2) pp. 861–875. |
| 53704 |
label |
Okada, Alexandra ; Whitelock, Denise ; Holmes, Wayne and Edwards, Chris (2019).
e-Authentication for online assessment: A mixed-method study. British Journal of
Educational Technology, 50(2) pp. 861–875. |
| 53704 |
Title |
e-Authentication for online assessment: a mixed-method study |
| 53704 |
Title |
e-Authentication for online assessment: A mixed-method study |
| 53704 |
in dataset |
oro |