June 22, 2008
June 22, 2008
June 25, 2008
Minorities in Engineering
13.338.1 - 13.338.7
Crafting Online Exams in Engineering and Technology: Latest Challenges, Methodologies, and Trends
Abstract. In recent years distance education and learning have emerged as a popular method of instructional delivery in engineering and technology-related fields. Many faculties of engineering and technology may found themselves teaching online classes or thinking about teaching one. In this process, crafting and preparation of online exams without sacrificing the educational quality and exam security is a crucial issue to the faculty. Psychological setbacks and barriers among engineering students also add another concern for the faculty teaching in a distance education environment, i.e., students may have fears of losing partial credit in an online multiple-choice exam. The asynchronous and economical advantages of distance education and learning that make offering and taking them very popular force the profession to re-examine and re-engineer some of these exam-related issues.
In this paper we discuss issues as they relate to crafting online exams for the distance learning students in engineering and technology. More specifically, we discuss one major theme: how should faculty craft and design online exams for students studying in engineering and technology-related fields? We use some accurate but crude empirical data and evaluation methodologies to draw our conclusions. The data used are collected from more recent sample courses that have been taught by the authors over the last five years. This facilitates the evaluation of the latest challenges, development of new methodologies, and monitoring the current trends.
Prior to the availability of computer and software technology used routinely today, “distance learning” was referred to as an individualized mode of learning only available through correspondence. Today, “distance learning” and interchangeably used “distance education” are commonly referred to as a field of education that investigates and examines pedagogical technologies and the design of advanced instructional systems used to deliver education remotely to students who are not physically present in the classroom. Present technology and the accessibility of the internet have made distance learning much more viable, and it has evolved from traditional ways to robust, more efficient, and more convenient for students and instructors. Online teaching and learning is progressively regarded as a means of increasing flexibility and robustness of delivery to provide for greater student access to, and control over, their learning whether they are studying on-campus or in distance mode, or offshore1, 2, 3.
Current technologies allow instructors and students to communicate asynchronously, at times and locations of their own choosing, by exchanging printed and or electronic information. New technology, such as Backboard™, provides a more efficient and robust management system for remote classrooms. With this new trend in distance learning and education, in recent years distance education and learning have emerged as a popular method of instructional delivery in engineering and technology-related fields. Many faculties of engineering and technology may find themselves teaching online classes or thinking about teaching one. In this process, crafting and preparing online exams without sacrificing the educational quality and exam security is a
Mehrabian, A., & Ali, T., & Rahrooh, A. (2008, June), Crafting Online Exams In Engineering And Technology: Latest Challenges, Methodologies, And Trends Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3341
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2008 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015