Collaborative online examinations: Impacts on interaction, learning, and student satisfaction

Document Type

Article

Publication Date

11-1-2006

Abstract

This paper presents the results of a field experiment on online examinations facilitated by collaboration support systems. In particular, it examines collaborative learning and virtual teams through online examinations as an assessment procedure, compared to traditional examinations. Assessment is increasingly regarded as an important part of the learning process. Applying constructivism and collaborative-learning theories, the collaborative examination process features students' active participation in various phases of the exam process through small group activities online. A 1 × 3 field experiment evaluated the collaborative online exam compared with the traditional in-class exam, and the participatory exam, where students participated in the online exam processes without groups. Data analysis using results from 485 students indicates that collaborative examinations significantly enhance interactions and the sense of an online learning community and result in significantly higher levels of perceived learning. © 2006 IEEE.

Identifier

33750582220 (Scopus)

Publication Title

IEEE Transactions on Systems Man and Cybernetics Part A Systems and Humans

External Full Text Location

https://doi.org/10.1109/TSMCA.2006.883180

ISSN

10834427

First Page

1045

Last Page

1053

Issue

6

Volume

36

Grant

DUE-0226075

Fund Ref

National Science Foundation

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