Giannakopoulos Kostis, Kavadella Argyro, Kavvadia Katerina, Yiallouris Andreas, Kaklamanos Eleftherios G
School of Dentistry, European University Cyprus, Nicosia, Cyprus.
School of Dentistry, Aristotle University of Thessaloniki, Thessaloniki, Greece.
Eur J Dent Educ. 2023 Nov;27(4):1098-1108. doi: 10.1111/eje.12903. Epub 2023 Mar 30.
During the recent pandemic, e-learning and e-assessment methods have been implemented worldwide, providing opportunities for further implementation in the dental curriculum. This study aims to research the dental students' and dental faculty's perceptions of online exams with e-invigilation.
Online questionnaires were developed and delivered, after three semesters of online exams, to all students and faculty. Descriptive statistics were performed, and answers were grouped into Principal Components (PC) using Principal Component Analysis (PCA). Statistical significance was set at p < .05.
Two-hundred and sixty dental students (83.7%) and 24 dental faculty members (63.1%) answered the online questionnaires. PCA of students' responses revealed 4 PC, 'University support to students', 'Comparison between online and face-to-face exams', 'Preparation for the online exams' and 'Attitudes towards the technology used for the online exams'. PCA of faculty responses revealed 5 PC: 'Comparison between online and face-to-face exams', 'University support to faculty', 'Faculty attitudes towards the exam procedures', 'Human factors associated with the exam procedures' and 'Exam invigilation'. The overall satisfaction was high for both staff and students (higher for students and female staff). Students with previous experience in online exams scored more positively than first-year students. University support, process-related stress and e-invigilation were highlighted.
The overall satisfaction with the e-exams was high, despite the technical problems, time-consuming processes and related stress. University support (training, IT support and resources) and mock exams emerged as important elements of online exams, as was the e-invigilation, which students perceived as efficient and non-intrusive.
在最近的疫情期间，电子学习和电子评估方法已在全球范围内实施，为牙科课程的进一步实施提供了机会。本研究旨在调查牙科学生和牙科教师对电子监考在线考试的看法。
在进行了三个学期的在线考试后，开发并向所有学生和教师发放了在线问卷。进行了描述性统计，并使用主成分分析（PCA）将答案分组为主成分（PC）。设定统计学显著性为p < 0.05。
260名牙科学生（83.7%）和24名牙科教师（63.1%）回答了在线问卷。学生回答的主成分分析揭示了4个主成分：“大学对学生的支持”、“在线考试与面对面考试的比较”、“在线考试的准备”以及“对在线考试所用技术的态度”。教师回答的主成分分析揭示了5个主成分：“在线考试与面对面考试的比较”、“大学对教师的支持”、“教师对考试程序的态度”、“与考试程序相关的人为因素”以及“考试监考”。工作人员和学生的总体满意度都很高（学生和女性工作人员的满意度更高）。有在线考试经验的学生得分比一年级学生更积极。大学支持、与过程相关的压力和电子监考受到了关注。
尽管存在技术问题、耗时的过程和相关压力，但对电子考试的总体满意度仍然很高。大学支持（培训、信息技术支持和资源）和模拟考试成为在线考试的重要要素，电子监考也是如此，学生认为它高效且不具侵扰性。
