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An Evaluation of the Model of Acceptance of E-Assessment Among Academics in Saudi Universities
Nuha Alruwais,
Gary Wills,
Mike Wald
Issue:
Volume 7, Issue 2, March 2018
Pages:
23-36
Received:
22 May 2018
Accepted:
6 June 2018
Published:
29 June 2018
Abstract: E-assessment was introduced to overcome some of the limitations in paper-test assessment methods. Educational institutions have become more interested in adopting E-assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E-assessment, in order to give a clear picture for institutions before adopting E-assessment. A Model of Acceptance of E-assessment (MAE) has been developed [1] built from the existing theories and models of acceptance and use of information and communication technology (ICT) and other related studies. In previous stage of this study interviews with experts in Saudi Universities were conducted to refine the factors in MAE [2], and a questionnaire was then distributed to confirm the interview results. In the next stage of the study, another questionnaire was distributed to all academics in Saudi universities to evaluate the factors and find the most affecting factors on academics’ intention and to examine the relationships between these factors using Structural Equation Modelling (SEM) analysis. Finally, the SEM results were explored by focus group discussions, among ten Saudi academics. The results show that Attitude was the most affecting factor that had an impact on Saudi academics’ behavioural intention to accept E-assessment, followed by Subjective Norm, while Perceived Behavioural Control had no effect on their intention to accept E-assessment. Compatibility was found to have the most impact on Attitude, followed by Perceived Ease of Use and Perceived Usefulness, while Awareness of E-assessment had no effect on Attitude. Superior Influence had a strong influence on Subjective Norm, and only Self-Efficacy had an impact on Perceived Behavioural Control. Age was also examined as a moderating factor that might affect the relationships between Attitude, Subjective Norm and Perceived Behavioural Control and Behavioural Intention. The findings revealed that age had a positive and direct effect on the relationship between Attitude and Behavioural Intention, whereas it was found to have a low influence, on the relationship of Subjective Norm and Behavioural Intention.
Abstract: E-assessment was introduced to overcome some of the limitations in paper-test assessment methods. Educational institutions have become more interested in adopting E-assessment, especially in classes with large numbers of students. This paper investigates the factors that influence Saudi academics to accept E-assessment, in order to give a clear pic...
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The New Crucial Goal of World Education: The Quality of Sustainable Development
Issue:
Volume 7, Issue 2, March 2018
Pages:
37-42
Received:
14 June 2018
Accepted:
12 July 2018
Published:
6 August 2018
Abstract: The survey and case study also reveal the same worrying educational reality. The quality of sustainable development in primary and secondary schools has been significantly reduced with the increase of grade in Beijing, China. The relationship between teachers and students is becoming increasingly tense because of the wrong values, and the moral added value of education is increasingly doubted. Human beings should rethink their own ways of living and learning, and unify green development, green schools, ecological civilization and sustainable development in the overall interests of human beings, and abandon narrow, selfish, greedy and vicious competition from each other. Sustainable development civilization is the latest stage of human civilization, which also originated in the gene of Chinese ancient civilization 5000 years ago. Human beings should achieve tolerance and reconciliation through education for sustainable development as soon as possible. Its success marks the establishment of a new key objective of world education as the quality of sustainable development: the truthfulness, noble, responsibility and hopefulness.
Abstract: The survey and case study also reveal the same worrying educational reality. The quality of sustainable development in primary and secondary schools has been significantly reduced with the increase of grade in Beijing, China. The relationship between teachers and students is becoming increasingly tense because of the wrong values, and the moral add...
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Usability Evaluation of Online Courses Service Platform Based on Extenics: Using "Machine Principle" Course as an Example
Ding Gang,
Wei Lihong,
Cheng Yanyu
Issue:
Volume 7, Issue 2, March 2018
Pages:
43-50
Received:
9 August 2018
Published:
13 August 2018
Abstract: In this paper, based on the usability evaluation system of online courses service platform, the content experience dimension is quantified by means of professional teachers' subjective scoring on the quality and arrangement of teaching content, and the interface experience dimension is quantified by means of performance measurement, the task completion of the subjects in the learning process is measured by making a series of learning tasks on the completion platform, the subjects who completed the performance measurement experiment were invited to participate in the self-report questionnaire survey, then the emotional experience dimension is quantified by means of self reporting measurement. On this basis, through the establishment of the matter element and the correlation function, an extension evaluation model of the service platform for online courses is developed based on Extenics. Using the quantitative data of each indicator as inputs, the proposed extension evaluation model is used to calculate the correlation degree of each indicator, and the usability of the service platform for online courses is evaluated. The result shows that the usability level of the service platform for online course which is using in Harbin Institute of Technology is in the third level, and it is at a medium level.
Abstract: In this paper, based on the usability evaluation system of online courses service platform, the content experience dimension is quantified by means of professional teachers' subjective scoring on the quality and arrangement of teaching content, and the interface experience dimension is quantified by means of performance measurement, the task comple...
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