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Okada, Alexandra; Whitelock, Denise; Holmes, Wayne and Edwards, Chris
(2019).
DOI: https://doi.org/10.1111/bjet.12608
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.
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About
- Item ORO ID
- 53704
- Item Type
- Journal Item
- ISSN
- 1467-8535
- Project Funding Details
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Funded Project Name Project ID Funding Body TeSLA trust-based adapted e-authentication system 688520 European Commission - Keywords
- e-authentication; online assessment; responsible research and innovation; TeSLA project; Higher Education; adaptive trust e-assessment system
- Academic Unit or School
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Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Institute of Educational Technology (IET) - Research Group
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Centre for Research in Computing (CRC)
?? hwpra ?? - Copyright Holders
- © 2018 The Authors
- Depositing User
- Alexandra Okada