Advances in Information Systems (General Track)

Paper Type

Complete

Paper Number

1269

Description

Studying at German universities is traditionally often focused on in-class face-to-face teaching. Following the emergence of SARS-CoV-2 and the danger of an uncontrollable spread of the COVID-19 pandemic, Germany decided to implement an almost complete lockdown in March 2020, which also affected universities. While teaching was continued using video recording, there was often no alternative to face-to-face exams. To help contain the pandemic and to cope with the organizational challenges, some universities introduced online exams. In this way, part of the responsibility was delegated to the participants themselves, without considering the additional psychological burden. To assess whether online exams are a viable alternative for the future, this article examines which factors correlates with the examinee’s intention to participate in them. It was shown that mental challenges, cheating, and the perceived suitability of online exams for fair grading are the main factors for or against the use of online exams.

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Aug 9th, 12:00 AM

The Intention to Participate in Online Exams – The Student Perspective

Studying at German universities is traditionally often focused on in-class face-to-face teaching. Following the emergence of SARS-CoV-2 and the danger of an uncontrollable spread of the COVID-19 pandemic, Germany decided to implement an almost complete lockdown in March 2020, which also affected universities. While teaching was continued using video recording, there was often no alternative to face-to-face exams. To help contain the pandemic and to cope with the organizational challenges, some universities introduced online exams. In this way, part of the responsibility was delegated to the participants themselves, without considering the additional psychological burden. To assess whether online exams are a viable alternative for the future, this article examines which factors correlates with the examinee’s intention to participate in them. It was shown that mental challenges, cheating, and the perceived suitability of online exams for fair grading are the main factors for or against the use of online exams.