Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities
Abstract 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 authorshi...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2021-01-01
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| Series: | International Journal of Educational Technology in Higher Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s41239-020-00236-9 |
| _version_ | 1818675969880227840 |
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| author | Merja Laamanen Tarja Ladonlahti Sanna Uotinen Alexandra Okada David Bañeres Serpil Koçdar |
| author_facet | Merja Laamanen Tarja Ladonlahti Sanna Uotinen Alexandra Okada David Bañeres Serpil Koçdar |
| author_sort | Merja Laamanen |
| collection | DOAJ |
| description | Abstract 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. |
| first_indexed | 2024-12-17T08:36:02Z |
| format | Article |
| id | doaj.art-7683a2860bac46848f819e2f1915ba03 |
| institution | Directory Open Access Journal |
| issn | 2365-9440 |
| language | English |
| last_indexed | 2024-12-17T08:36:02Z |
| publishDate | 2021-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Educational Technology in Higher Education |
| spelling | doaj.art-7683a2860bac46848f819e2f1915ba032022-12-21T21:56:27ZengSpringerOpenInternational Journal of Educational Technology in Higher Education2365-94402021-01-0118111710.1186/s41239-020-00236-9Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilitiesMerja Laamanen0Tarja Ladonlahti1Sanna Uotinen2Alexandra Okada3David Bañeres4Serpil Koçdar5Faculty of Information Technology, University of JyväskyläOpen University, University of JyväskyläOpen University, University of JyväskyläFaculty of Wellbeing, Education and Language Studies, Open UniversityOpen University of CataloniaOpen Education Faculty, Anadolu UniversityAbstract 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.https://doi.org/10.1186/s41239-020-00236-9AccessibilityAcceptabilitye-AuthenticationStudents with special educational needs and disabilitiesHigher educationPersonal data |
| spellingShingle | Merja Laamanen Tarja Ladonlahti Sanna Uotinen Alexandra Okada David Bañeres Serpil Koçdar Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities International Journal of Educational Technology in Higher Education Accessibility Acceptability e-Authentication Students with special educational needs and disabilities Higher education Personal data |
| title | Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities |
| title_full | Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities |
| title_fullStr | Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities |
| title_full_unstemmed | Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities |
| title_short | Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities |
| title_sort | acceptability of the e authentication in higher education studies views of students with special educational needs and disabilities |
| topic | Accessibility Acceptability e-Authentication Students with special educational needs and disabilities Higher education Personal data |
| url | https://doi.org/10.1186/s41239-020-00236-9 |
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