Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities
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 verific...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Oberta de Catalunya (UOC) |
| Repositorio: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/130905 |
| Acceso en línea: | https://hdl.handle.net/10609/130905 |
| Access Level: | acceso abierto |
| Palabra clave: | Acceptability e-Authentication students with special educational needs and disabilities higher education personal data accessibilitat acceptabilitat autenticació electrònica estudiants amb necessitats educatives especials i discapacitats educació superior dades personals accesibilidad aceptabilidad autenticación electrónica estudiantes con necesidades educativas especiales y discapacidades educación superior datos personales Education, Higher Ensenyament universitari Enseñanza universitaria |
| Sumario: | 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. |
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