Session Information
11 SES 07 A, Quality Assurance at Institutional, District or Country Level
Paper Session
Contribution
The current situation with the Covid-19 pandemic has put forth challenges in the educational sector, forcing almost all learning organizations to work remotely. Because of technological advancements, digital learning is possible. However, digital tools as of now do not answer all the educational needs. Practical lessons & lab work to a vast scale are not supported by digital tools
In the past years various researchers have focused on the reaction and experience rationale of students with “Online Theory Exams”. Several authors like, (Olubiyi Adeniyi Adewale, 2011), (Al-Mashaqbeh & Hamad, 2010), (Lee William Daffin Jr., 2018), (Fask.et.al, 2015), (Gamage.et.al, 2020), (Cramp.et.al, 2019), (Khan.et.al, 2021) have more or less focused on the theoretical nature of examinations online or remotely invigilated online exams but not for practical learning.
To overcome the challenge to conduct practical lessons & examinations online, digital tools need to be exploited in a skillful way with limited human interaction. One such example is Remotely Invigilated online Practical Exams (RIOPE).
The topic of the current research is the development & implementation of RIOPE for adult learners in the Latvian HEIs.
The aim of the research: evaluate the efficiency of RIOPE and its potential to answer the intended learning outcome (ILO) for the stakeholders of HEIs.
This paper caters crucial support towards the knowledge of ideal methods and practices whereby to perform RIOPEs. This paper can be utilized as the base towards the ongoing research & development for an effective “Remotely Invigilated Online Practical Exams” RIOPEs.
Theoretical Framework is formed by technological, pedagogical, and content knowledge (TPACK) framework.
This paper highlights the crucial concerns of RIOPEs and highlights ways to evade problems with them. This research brings forth the limitations & liberty faced by the stakeholders of HEIs whilst implementing RIOPE.
As per Crane (Crane.et.al, 2015, pp. 5-6), the rise of online education brought in various challenges in the education sector. One of the challenges is how to assess effectively students’ learning capabilities to reduce stress level of the students for practical exams and conduct new form of online practical exams to achieve the intended digital learning outcomes (IDLOs).
The most common tool to assess a student’s performance and knowledge gained is through the medium of exams
Danielson (2017) states that in this 21st century more emphasis has been given to digital learning practices, the effective blend of technology & education has paved way, to many digital tools in the educational sector. One such tool is LMS (Learning Management System)
As per Weiner & Hurtz, (2017) there is a void of research on differentiation among various forms of invigilating exams such as externally or internally invigilated online exams and the significance of such. Most of the research carried out about the online exams concerns their mode and arrangement where usually the exam is performed online via computer, however, all the other facets stay the same as that of the conventional hand-written paper-based format of the exam, usually held in person that is in classroom or campus and invigilated
Cramp.et.al, (2019) in their study have compared the remotely invigilated online exams with in person, where their study focuses on effects of exercising remotely invigilated online exams (RIOE) in contrast with the examinees, exam results and their experience with RIOE. There are many formats that RIOE can adapt to, but there is still a huge space for further research on making Remotely Invigilated Online Practical Exam (RIOPE) a reality of the future. The RIOPE is entirely a new concept therefore not much of research has been done in this area until now.
Method
This article contributes to this research segment by presenting a practical case study of the "International College of Cosmetology (ICC) in Riga, Latvia", which was brave enough to organize & execute their first-ever RIOPE. As the college is engaged in providing higher education in cosmetology this particular RIOPE was organized in coordination with the internationally recognized UK-based certification body "The Confederation of International Beauty Therapy and Cosmetology" (CIBTAC), which is the external invigilator here for the course CBC11-Level 2 Certification in Facial Services. The students who participated in this course upon successfully passing the course were awarded an international certificate by CIBTAC in facial services. The technology paradigm was used as it works on the belief that a new technology (in this case RIOPE), will revolutionize the educational process by changing pedagogical approaches and methods and turning the learning experience into more effective and meaningful incorporating digital tools. This has been a part of the educational technology paradigm since the 1920s (Funk, 2013) Research involves 2 purposeful samples: in total 14 adult learners and 2 teachers 1 from Latvia internal invigilator & the other from United Kingdom external/remote invigilator. Learners’ profile: All the 14 students who appeared for the CIBTAC examination CBC11-Level 2 Certification in Facial Services, were full-time students of the ICC, Riga, Latvia, who have successfully graduated and received a diploma in Aesthetic Cosmetology. The external invigilator from the UK was the CIBTAC official remote invigilator assigned for ICC to conduct RIOPE on the 27th September 2021. The internal invigilator was ICCs full-time teacher. Research question: Can the RIOPE model be used to successfully conduct practical exams & lessons? Research methods: 1) data collection – learners’ survey (closed and open questions), learners’ unstructured observation done by teachers. 2) structured interview with ICC teacher & the CIBTAC external invigilator from UK. Mixed-methods data analysis strategies – data interpretation and comparison. For qualitative data analysis content analysis was applied – the basic analytic method of interpretivism. For quantitative data – descriptive analysis and frequency calculations were carried out. Research process: Learners who participated in the RIOPE form of the exam answered survey questions that highlighted the ease with technology & limitation to perform a RIOPE exam. The structured interview with the teachers studied the IDLO from the management angle, the limitations that arise in practice RIOPE. Teachers' observation of students' complications with RIOPE. Research period: September 2021 – Jan 2022.
Expected Outcomes
RIOPE was carried as per the allotted time for each group set. The total time for the exam per group was 1 hour 50 minutes. Each student had their practical bed set up with their real model to perform before the timer started. ICC teacher monitored students work personally & the external invigilator monitored students with 3 sets of cameras connected by ZOOM meetings. Students' evaluation of RIOPE: 90% of the students answered they faced no difficulties and liked it. 10% complained of difficulty in hearing the external invigilator, reason connection + language barrier. Overall, students liked the RIPOE form of examination. The internal invigilator stated RIOPE gives the possibility of uninterrupted education with students learning time management skills. Also, RIOPE gives a possibility to practice before the exam in the same environment. External invigilator comments: RIOPE gives the opportunity to analyze grading on multiple levels, it paves way for the management to achieve their intended digital learning objective IDLO. RIOPE also curtails the chances of cheating and helps in maintaining quality standards. The students are evaluated at 2 levels internally & externally. It highlights the course teachers' knowledge of the subject. Management receives feedback from the external invigilator and the recordings are available for cross verification. RIOPE provides ease in monitoring, teachers can use the recordings to figure out knowledge overlaps of void in the course. Students learn new skills, such as time management and effective practical techniques to show their skills over the camera. The least developed are language skills. The qualitative results supplement the quantitative ones. RIOPE needs furthermore in-depth technical support, it is a new platform that can open ways to conduct practical lectures online in European HEIs, it also gives various possibilities of improvements in the course materials, pedagogical approach, and learning aids.
References
Al-Mashaqbeh, I. F., & Hamad, A. A. (2010. gada 21. June). Student's Perception of an Online Exam within the Decision Support System Course at Al al Bayt University. 2010 Second International Conference on Computer Research and Development. doi:10.1109/ICCRD.2010.15 Boitshwarelo, B. R. (2017. gada Aug). nvisioning the use of online tests in assessing twenty-first century learning: a literature review. Research and Practice in Technology Enhanced Learning. doi:https://doi.org/10.1186/s41039-017-0055-7 Cramp.et.al, J. (2019). Lessons learned from implementing remotely invigilated online exams. Journal of university teaching & learning practices , 16(1: Implementing online learning: Stories from the Field ), 10-20. doi:https://doi.org/ 10.14453/jutlp.v16i1.10 Danielson, A. A. (2017. gada Dec). Computer-based versus paper-based testing: Investigating testing mode with cognitive load and scratch paper use. Comput. Hum. Behav., 77, 1-10. doi:https://doi.org/10.1016/j.chb.2017.07.044 Edet.et.al, J. I. (2021. gada September). Effective Migration to Virtual Learning - A Sustainable Instructional Strategy for the Post COVID-19 Era: Challenges and way forward. Electronic Research Journal of Social Sciences and Humanities, 3(3), 15-22. Ielādēts 2021. gada 28. December no https://www.researchgate.net/profile/Celestine- Nkanu/publication/354010750_Effective_Migration_to_Virtual_Learning_- A_Sustainable_Instructional_Strategy_for_the_Post_COVID- 19_Era_Challenges_and_way_forward/links/611ed6db1ca20f6f86343c07/Effective-Migratio Fask.et.al, A. (2015). On the Integrity of Online Testing for Introductory Statistics Courses: A Latent Variable Approach. Practical Assessment, Research, and Evaluation , 20, 1-12. doi:https://doi.org/10.7275/bmdh-2q13 Funk, J. L. (2013). Technology Paradigm. Technology Change and the Rise of New Industries, Redwood City:, 21-40. doi: https://doi.org/10.1515/9780804784924-004 Gamage.et.al, K. A. (2020. gada 25. October). Online Delivery and Assessment during COVID-19: Safeguarding Academic Integrity. Journal of educational sciences, 1-24. doi:10.3390/educsci10110301 Khan.et.al, M. A. (2021). Learners’ Perspective towards E-Exams during COVID-19 Outbreak: Evidence from Higher Educational Institutions of India and Saudi Arabia. International Journal of environmental research & public health , 1-18. Ielādēts 2021. gada 25. December Lee William Daffin Jr., A. A. (2018). Comparing Student Performance on Proctored and Non-Proctored Exams in Online Psychology Courses. Official Journal of OLC, 131-145. doi: http://dx.doi.org/10.24059/olj.v22i1.1079 Olubiyi Adeniyi Adewale, T. O. (2011). Perception of Learners on Electronic Examination in Open and Distance Learning Institutions: A Case Study of National Open University of Nigeria . A Case Study of National Open University of Nigeria, 640-644. doi:A 5 (2011) 639-644 Weiner, J. A., & Hurtz, G. M. (2017). A Comparative Study of Online Remote Proctored versus Onsite Proctored High-Stakes Exams. Journal of Applied Testing Technology,, 18(1), 13-20. doi:EISSN-2375-5636 Zanjani.et.al, N. (2017). The important elements of LMS design that affect user engagement with e-learning tools within LMSs in the higher education sector. Australasian Journal of Educational Technology, 33(1), 19-31. doi:https://doi.org/10.14742/ajet.2938
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