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Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities.

  • Academic Journal
  • Laamanen M; Faculty of Information Technology, University of Jyväskylä, Box 35, 40014 Jyväskylä, Finland.
    Ladonlahti T; Open University, University of Jyväskylä, Jyväskylä, Finland.
    Uotinen S; Open University, University of Jyväskylä, Jyväskylä, Finland.
    Okada A; Faculty of Wellbeing, Education and Language Studies, Open University, Milton Keynes, UK.
    Bañeres D; Open University of Catalonia, Barcelona, Spain.
    Koçdar S; Open Education Faculty, Anadolu University, Eskişehir, Turkey.
  • International journal of educational technology in higher education [Int J Educ Technol High Educ] 2021; Vol. 18 (1), pp. 4. Date of Electronic Publication: 2021 Jan 12.
  • English
  • Trust-based e-assessment systems are increasingly important in the digital age for both academic institutions and students, including students with special educational needs and disabilities (SEND). Recent literature indicates a growing number of studies about e-authentication and authorship verification for quality assurance with more flexible modes of assessment. Yet understanding the acceptability of e-authentication systems among SEND students is underexplored. This study examines SEND students' views about the use of e-authentication systems, including perceived advantages and disadvantages of new technology-enhanced assessment. This study aims to shed light on this area by examining the attitudes of 267 SEND students who used, or were aware of, an authentication system known as adaptive trust-based e-assessment system for learning (TeSLA). The results suggest a broadly positive acceptability of these e-authentication technologies by SEND students. In the view of these students, the key advantages are the ability of proving the originality of their work, and trust-based e-assessment results; the key disadvantages are the possibility that the technology might not work or present wrong outputs in terms of cheating.
    Competing Interests: Competing interestsThe authors declare that they have no competing interests.
    (© The Author(s) 2021.)
Additional Information
Publisher: SpringerOpen Country of Publication: Switzerland NLM ID: 9918284166106676 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 2365-9440 (Electronic) Linking ISSN: 23659440 NLM ISO Abbreviation: Int J Educ Technol High Educ Subsets: PubMed not MEDLINE
Original Publication: Cham : SpringerOpen, [2010]-
Keywords: Acceptability; Accessibility; Higher education; Personal data; Students with special educational needs and disabilities; e-Authentication
Date Created: 20211115 Latest Revision: 20211115
20221216
PMC7800833
10.1186/s41239-020-00236-9
34778518
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