Mathew Hillier

Bridging the digital divide with off-line e-learning

Abstract This paper explores a proposal for an off-line e-learning platform that will provide a bridge for digitally unconnected students and educators to join the contemporary information and communications technology (ICT) intensive world. Individual remote and unconnected learners face a chicken and egg problem for engagement with contemporary e-learning offerings. Without connectivity, remote learners have no way of engaging with now common ICT intensified learning materials that are intended to teach them how to engage in an ICT intensive world! The paper takes systems approach to developing a solution that will fit into the world we have, and not one we wish we had in terms of infrastructure, economics and skills available in remote and developing regions. Digital learning courses are placed onto a portable e-learning environment that is not reliant on a constant network connection to function but retains interactivity, analytics and the ability to synchronise data with an educational institution when a connection is found.

eExams: Strength in Diversity

This study examined the growing number of emerging eExam systems that allow students to demonstrate academic achievement using computers in schools and universities. Using a mixed-methods case study approach, the research gathered data from a desk audit, followed by field observations and interviews in selected countries. Thematic investigation of the data revealed commonalities and differences in the eExam systems. The findings show the main systems under development are divided into two groups. The first are alternative booting systems that make an entire, identical operating system and application suite available to each candidate. The second comprises a variety of secure web-browser solutions. Both approaches permit the use of software applications, but it is not yet clear whether this affordance can transform curricula. It is clear there is tension between administrative convenience that saves staff time, and the transformational potential of computers in education that would alter what students learn as well as how they learn. This tension is epitomised by the different proportions of undergraduate examinations conducted using computers, ranging from 1% to 40% in some institutions. What was also clear from the data were the intentions of some countries and institutions to raise this to 100% in a five year span.

Using e-Assessment to enhance student learning and evidence learning outcomes

© L p i Assessment is an essential component in the learning and teaching environment and should promote learning as well as measure or certify outcomes (Clements & Cord 2013). There have been significant changes in the approaches to teaching and learning in higher education with the advent of MOOCs, flipped classroom approaches, the introduction of informal learning spaces, the gamification of learning and the expectation of more flexible modes of delivery. We have not seen as much activity in the assessment area to align these changes in teaching with how we use assessment (Guardia, in press). Technology has promoted changes in our understanding of how curricula might be designed and delivered but new approaches to assessment are still needed. Usercentred approaches to assessment involving authentic assessment tasks are now being discussed more often (Mora, Sancho-Bru, Iserte, & Sanchez, 2012; Mueller, 2014). This special edition captures some of the recent investigations in e-assessment that move us beyond the traditional selected response formats of multiple-choice tests, short answer, fill-in-the-blanks, true-false, and matching. Higher-level cognitive and affective skills cannot readily be assessed using traditional selected response formats and more authentic e-assessments are being proposed (Kuh, Jankowski, Ikenberry, & Kinzie 2014). The paper by James explores the outcomes of a trial of an online final examination in a first year distance education psychology course invigilated via webcam. The study argued for the need to deliver better high stakes assessment to distance education students in a way that aimed to enhance convenience for students while maintaining the validity of the testing process. In this study about one quarter of students in the trial were initially enthusiastic however it was not until they had completed a practice online invigilated exam that the majority of these elected to decline the online approach to their final examination. The paper summarises the process and the concerns of students with this type of assessment. The findings demonstrated the importance of complex contextual matters such as technology compatibility, network reliability, clear communication, logistics and support available for students when implementing new computerised approaches to high stakes assessment. The paper by Gil-Jaurena and Kucina outlines the TALOE (Time to Assess Learning Outcomes in E-learning) project that developed a web tool for teachers so that they could make informed choices on how to assess online courses. A