Academic literature on the topic 'Web-based exam'
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Journal articles on the topic "Web-based exam"
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Sessink, Olivier, Rik Beeftink, Johannes Tramper, and Rob Hartog. "Securing Web-Based Exams." JUCS - Journal of Universal Computer Science 10, no. (2) (2004): 145–57. https://doi.org/10.3217/jucs-010-02-0145.
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Learning management systems may offer web-based exam facilities. Such facilities entail a higher risk to exams fraud than traditional paper-based exams. The article discusses security issues with web-based exams, and proposes precautionary measures to reduce the risks. A security model is presented that distinguishes supervision support, software restrictions, and network restrictions. Solutions to security problems are tools to supervise and monitor web-based exams, measures for exam computers with Windows and Linux, and secure network setups in common network architectures. The article intends to raise risk awareness among faculty in higher education, and to help technical staff to implement precautions.
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Khumaini, Hayatullah, Fitri Pratiwi, Jamil Daulay, Al Malikul Ikhwanda Putra, and Nur Rubiati. "Implementation of Web-based Online Examination for High School Students." Brilliance: Research of Artificial Intelligence 4, no. 2 (2024): 739–46. https://doi.org/10.47709/brilliance.v4i2.4965.
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Examination is a form of evaluation of the learning process to measure the achievement of student intelligence in schools. The implementation of conventional exams that are often carried out by schools has the potential for fraud both from students who cheat during the exam or leak exam questions before the exam takes place and also the operational costs that must be incurred by schools to duplicate questions and coupled with teachers needing additional time to check student exam results. In addition to being carried out in writing or orally, exams can also be carried out using computer aids. With the help of this study, teachers will be able to create questions without worrying that they will be leaked to students before the test and share them with other educators teaching the same subject. Students should be able to receive exam results right away after the test is over, and teachers won't have to worry about checking the results because they will be sent to them automatically. For schools, the costs incurred for paper can be reduced with this online exam system. The results of this research are in the form of a web-based application with the concept of client server using the help of a framework that already supports the model, view and controller system. This application has users, where there are several users with differentiators in the form of access rights.
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Ulum, Mohammad Nurul, and Syarif Hidayat. "Rancang Bangun Computer Based Test (CBT) Berbasis Web." Jurnal Indonesia : Manajemen Informatika dan Komunikasi 5, no. 2 (2024): 1553–66. http://dx.doi.org/10.35870/jimik.v5i2.706.
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Examinations are an evaluation method in the teaching and learning process in schools. Generally, exams in schools are still carried out conventionally using paper and stationery, and exam assessments are carried out directly by the teacher. However. The process of creating exam questions, duplicating questions, evaluating and filling in answers is still manual using paper and stationery, causing various obstacles such as high costs and long correction times. To solve the problem above, the researcher used the Agile system development method with the Extreme Programming model which involves four stages: planning, designing, coding and testing. The research results show the success of the CBT application that was built. The application was tested using the black box testing method. Test results show that the correction process is faster by 0.9 seconds and more accurate. Apart from that, in terms of costs, using this application is also cheaper. This shows that the CBT application has a positive impact in increasing the efficiency, accuracy and effectiveness of testing and reducing the costs of administering the exam.
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Waluyo Poetro, Bagus Satrio, Sam Farisa Chaerul Haviana, and Arief Budiman. "Web Based Security System Academic Exam Questions Using Advanced Encryption Standard." Journal of Applied Science and Technology 1, no. 02 (2021): 13. http://dx.doi.org/10.30659/jast.1.02.13-22.
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One way to measure the success of the academic process and achievement of student competence, is giving exams, from the smallest level namely daily tests, semester exams, to the highest level, namely the national exam. In an effort to maintain the security of exam question data, there is a data security method known as cryptography. In this research, a security system was designed that serves to protect exam questions so that data cannot be read by student before its time by using the Advanced Encryption Standard (AES) algorithm. The AES algorithm is a type of symmetric algorithm where the encryption and decryption processes have the same key for the encryption and decryption processes. In the system that will be designed, the Caesar Cipher algorithm is used to form an additional key (seed) that is kept secret from the public. The results of this study indicate that AES encryption method can give results maximum so that the AES method can applied to virtual data storage system to protect the transmitted data.
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Siddhant, Chaurasia, Kumar Singh Sudhanshu, Suryakant Shinde Govid, and Shashikant Rasal Shubham. "Online Exam Portal System Using Machine Learning Algorithm." eLifePress 3, no. 1 (2022): 1–4. https://doi.org/10.5281/zenodo.6567089.
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According to today's requirements, an Online Examination System is critical for educational institutions to organize tests, since it saves time and effort in checking exam papers and preparing result reports. Because the present state of technology makes offline examinations almost unfeasible, online methods should be enhanced to conduct any exams that require evaluation of a candidate's hearing, reading, writing, or speaking abilities. Online Examination Portal with Machine Learning Concepts is a web-based examination system that allows students to take exams online with the purpose of comprehensively evaluating them using a fully automated method that not only saves time but also provides quick and accurate results. This approach assesses a student's listening, reading, speaking, and writing abilities. Exam Portal with Machine Learning Ideas is a Python online application that includes machine learning concepts like as spell checking, language provision evaluation, and exploratory data analysis. This web application keeps track of applicant logins and test attendance in many categories such as multiple choice questions, descriptive questions, audio listening, and so on. Their report and progress will be presented in a graphical and statistical format. The application's major goal is to incorporate machine learning into the examinations to make them more sophisticated and user-friendly. This tool may be used to challenge any form of written exam. This website may also be used by students who are studying for examinations to practice and track their progress.
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Pratiwi, Erina Yogi, Andreas Andoyo, and Muhammad Idris. "SISTEM INFORMASI MANAJEMAN UJIAN SEKOLAH BERBASIS WEB PADA SMK MA’ARIF 01 PADANGRATU." JMPA (Jurnal Manajemen Pendidikan Al-Multazam) 4, no. 2 (2022): 68. http://dx.doi.org/10.54892/jmpa.v4i2.138.
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School is one of the basic needs of society in order to improve human resources through academic education and other supporting education. Through schools, the community can learn about the development of education science by utilizing the development of technology and information that is increasingly easy to obtain. With the advancement of internet technology, it is no stranger to hear among the public. And the rapid development of technology and information science, researchers aim to create a mobile web-based school exam information system at SMK Ma'arif 1 Padangratu to provide services in carrying out school exams online. Online exams were made to avoid cheating between students and to save time for teachers when correcting exam results. Researchers designed and realized a mobile web-based school exam information system using the PHP programming language and MySQL database. The use of the mobile web for competency development and school quality is the right thing because the mobile web is a very informative and dynamic medium.
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Hartatik, Hartatik, and Suci Wulandari. "WEB-BASED ONLINE EXAM INFORMATION SYSTEM TO IMPROVE THE QUALITY OF LEARNING EVALUATION FOR STUDENTS." International Journal of Economy, Education and Entrepreneurship (IJE3) 2, no. 3 (2022): 747–55. http://dx.doi.org/10.53067/ije3.v2i3.114.
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Digitalization currently refers to the use of digital-based systems. The design of the online examination system developed in this research is an online exam information system in elementary schools, more specifically for Integrated Islamic boarding schools (SDIT). The purpose of creating this system is to make it easier for students to move on exams quickly and see evaluations and scores of exam results. The creation of this system design begins with analyzing system needs and making system design in business processes, FR tables, use case diagrams, use case text, and class diagrams. Then proceed with creating a database design in ERD, relationships between tables, and table design. Furthermore, user interface design and system testing design were made using the BlackBox system. The result of this information system design is a Web-Based Online Exam Information System for students who can run exams online and display the scores of exams results that student have
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Rinaldi, Rizky. "Implementasi Metode LCG Pada Aplikasi CBT Untuk Tes Potensi Akademik Berbasis Web." Journal of Applied Computer Science and Technology 3, no. 2 (2022): 213–20. http://dx.doi.org/10.52158/jacost.v3i2.424.
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In the Academic Potential Test of new students at the Raudhatul Akmal Islamic College (STAIRA) Batang Kuis, do not yet have a Computer Based Test (CBT) or a computer-based exam for the freshman academic potential test exam. So that the exam is still carried out manually and costs a lot of money in its implementation. But it also makes the exam process less carried out because some students can cheat when filling in answers by cheating friends. Therefore, in this study aims to create a web-based Computer Based Test (CBT) application and randomize the questions in it by applying the Linear Congruent Generator (LCG) method. The result of this study is a web-based application for academic potential test exams that are expected to overcome the problems that exist in the current STAIRA Batang Kuis. The order of the questions will be automatically randomized when students conduct an academic potential test exam based on their respective student identification numbers.
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H, Vinod. "Development of Web-Based Online Exam Portal." International Journal for Research in Applied Science and Engineering Technology 10, no. 6 (2022): 4546–50. http://dx.doi.org/10.22214/ijraset.2022.44996.
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Abstract: System information like RAM, storage, IP address of the device, operating system, software’s installed are Pandemic outbursts during the last couple of years had made a huge impact on everyone’s life, especially in the education system, and made us rely on online platforms. Both teachers and students had minimal time to get adjusted to the online teaching by acting quickly and getting adapted to the new learning ways[1]. With this, the global use of online examination raised rapidly by moving the programs into completely online mode. In educational institutions and universities, instructors might not have time and suitable circumstances to make and define the test to the students and validate and provide feedback based on the individual’s performance as required. This computerized web-based online exam portal will permit educators to make the test and the students will be able to take up the test[2]. It is a simplified process for both students and teachers with minimal manual effort and no paperwork involved. It also has the capacity to simplify the overall examination activity.
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Rusdiyanto, Rusdiyanto, Lukman Hakim, and A. Taqwa Martadinata. "APLIKASI UJIAN ONLINE DAN PENERAPAN ALGORITMA LCG UNTUK PROSES PENGACAKAN SOAL UJIAN DI SMK NEGERI TUGUMULYO." JUTIM (Jurnal Teknik Informatika Musirawas) 7, no. 2 (2022): 99–108. http://dx.doi.org/10.32767/jutim.v7i2.1764.
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Abstrak Penelitian ini dilakukan menggunakan maksud guna membangun sebuah sistem ujian secara online yang berbasis web yang bertujuan untuk mempermudah, lebih praktis dan effisien dalam pelaksanaan ujian di SMK Negeri Tugumulyo. Tujuan utama ujian adalah untuk mengetahui kemampuan siswa selama mengikuti pembelajaran di sekolah dengan memberikan penilaian terhadap kemampuan siswa, sebelumnya sistem ujian pada SMK Negeri Tugumulyo dilakukan dengan sistem manual yang seringkali menimbulkan permasalahan diantaranya soal harus digandakan dengan membutuhkan biaya dan waktu, membutuhkan kertas, kehilangan lembar jawaban siswa, peluang untuk saling bertukar jawaban cukup besar. bahkan terjadinya kebocoran soal. Dari permasalahan yang ditemui inilah maka perlu adanya perbaikan dalam sistem ujian pada SMK Negeri Tugumulyo dengan sistem online berbasis web yang terhubung dengan jaringan internet untuk meningkatkan mutu dan efektivitas ujian tersebut. Aplikasi ujian online berbasis web pada SMK Negeri Tugumulyo ini menggunakan bahasa pemogramam PHP dan dibangun dengan Framework codeigniter sehingga layanan dan fungsi dari aplikasi yang dibuat dapat terintegrasi dalam sebuah sistem berbasis web. Pengembangan sistem yang digunakan adalah pengembangan sistem metode Waterfall yang dimulai dari perencanaan, analisa, desain dan pelaksanaan. Hasil dari Aplikasi ini adalah sistem pelaksanaan ujian online yang sistematis dengan fasilitas pengeloaan soal, pengelolaan ujian, pengeloaan siswa peserta ujian, pengeloaan guru dan hasil ujian . Kata Kunci : Ujian, Online, Web, Codeigniter Abstract This research turned into conducted with the intention of building a web-based online exam system that aims to make it easier, more practical and efficient in the implementation of exams at Tugumulyo State Vocational School. The main purpose of the exam is to determine the ability of students during learning at school by providing an assessment of students' abilities, previously the examination system at Tugumulyo State Vocational School was carried out with a manual system which often caused problems including questions that had to be duplicated requiring cost and time, requiring paper, losing sheets. student answers, the opportunity to exchange answers is quite large. even a question leak. From the problems encountered, it is necessary to improve the exam system at Tugumulyo State Vocational School with a web-based online system that is connected to the internet network to improve the quality and effectiveness of the exam. This web-based online exam application at SMK Negeri Tugumulyo uses the PHP programming language and is built with the CodeIgniter Framework so that the services and functions of the applications created can be integrated in a web-based system. The development of the system used is the development of the Waterfall method system which starts from planning, analysis, design and implementation. The result of this application is a systematic online exam implementation system with facilities for managing questions, managing exams, managing students taking exams, managing teachers and exam results. Keywords: Exam, Online, Web, Codeigniter
Dissertations / Theses on the topic "Web-based exam"
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Graham, Adam J. "Resource Limited Testing Center Scheduling For a Web-Based Testing Application." DigitalCommons@USU, 2012. http://digitalcommons.usu.edu/etd/1150.
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Testing centers are a useful tool to help instructors deliver computer-based tests, but computers resources are expensive and therefore limited. This paper describes a method by which testing center(s) may use iNetTest, a web-based computer aided testing system, to house and administer exams. The algorithm discussed in this paper makes it possible for instructors to schedule tests for a given time frame while ensuring that enough computer resources will be available to all of the students. The algorithm prevents the testing center from getting overwhelmed with students while attempting to maximize the usage of the valuable computer resources.
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Sanli, Refik. "Students&." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/2/1063650/index.pdf.
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iii
ABSTRACT
STUDENTS&<br>#8217<br>PERCEPTIONS ABOUT ONLINE
ASSESSMENT : A CASE STUDY
Sanli, Refik
M.S. Department of Computer Education and Instructional Technology
Supervisor : Prof. Dr. M. YaSar Ö<br>ZDEN
SEPTEMBER 2003 ,105 pages
For many reasons, the use of computer based of assessment is increasing.
Although there is an increasing usage of computer based exams, there are not
enough researches about student perception towards online assessment in general
and perception of students towards categorized fields of online assessment
systems.
To figure out the students&<br>#8217<br>perceptions of online assessment an exam web
site has been developed and implemented. This web site is a database driven web
site and containing multiple choice questions. This online assessment site used as
assessment module of Masaü<br>stü<br>Yayincilik course given by Department of
Computer Education, Kocaeli University. The perceptions of the students&<br>#8217<br>towards online assessment have been evaluated in terms of User interface,
Impacts on learning process, System usage and general opinions on online
assessment.
The aim of the study is to investigate students&<br>#8217<br>perceptions of the use of
CAA and to investigate the potential for using student feedback in the validation
of assessment.
The results indicated that students have positive attitudes against online
assessment. Results of questionnaires showed that user interface of the assessment
web site is proper and well designed but need to be further development. The
system use of the web site is easy. The impacts of the learning progress of the web
site are sufficient but assessment web site should be developed by enriching the
system components meeting the student needs. Security should be ensured.
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Feinman, Lena. "Alternative to Proctoring in Introductory Statistics Community College Courses." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4622.
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The credibility of unsupervised exams, one of the biggest challenges of e-learning, is currently maintained by proctoring. However, little has been done to determine whether expensive and inconvenient proctoring is necessary. The purpose of this quantitative study was to determine whether the use of security mechanisms, based on the taxonomy of cheating reduction techniques rooted in the fraud triangle theory, can be an effective alternative to proctoring. A quasi-experimental 1 group sequential design was used to answer the research questions whether the format, proctored versus unproctored, order in which the exams are administered, course delivery mode, and instructor make a difference in student performance. The archival scores of 850 Californian community college students on 2 sets of equivalent proctored and unproctored web-based exams in face-to-face, hybrid, and online introductory statistics courses taught by 7 instructors were compared. The format effect was tested with repeated-measures ANOVA; the order, course delivery mode and instructor effects were tested with mixed ANOVA. No significant difference in scores in Set 1, and significantly lower scores on unproctored exams in Set 2 indicated that the used security mechanisms allowed for maintaining the credibility of the exams without proctoring. There was no significant difference in scores across the course delivery modes in both sets and instructors in Set 2, but significant order effect was observed. Further research on order effect was recommended. With the use of the utilized security mechanisms education will get an inexpensive and convenient way to increase the credibility of unsupervised web-based exams, and the society will gain more online college graduates with credentials that reflect their knowledge.
Books on the topic "Web-based exam"
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Kalani, Amit, Priti Kalani, Patricia Ballad, and William Ballad. MCTS 70-528 Exam Prep: Microsoft .NET Framework 2.0 Web-based Client Development Exam (Exam Cram 2). Que, 2007.
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MCTS Self-Paced Training Kit (Exam 70-528): Microsoft® .NET Framework 2.0 Web-Based Client Development. Microsoft Press, 2006.
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Johnson, Glenn, and Tony Northrup. MCTS Self-Paced Training Kit (Exam 70-528): Microsoft .NET Framework 2.0 Web-Based Client Development (Pro Certification). Microsoft Press, 2006.
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MCPD Self-Paced Training Kit (Exam 70-547): Designing and Developing Web-Based Applications Using the Microsoft .NET Framework. Microsoft Press, 2007.
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LabMentors. Web-Based Labs Printed Access Cards for Palmer's MCITP Guide to Microsoft Windows Server 2008, Server Administration, Exam #70-646 (Test Preparation). Cengage Learning, 2010.
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Sofras, Pamela Anderson. Dance Composition Basics. 2nd ed. Human Kinetics, 2020. http://dx.doi.org/10.5040/9781718227415.
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If the saying “To be the best, you must learn from the best” holds true, then this book is gold for all aspiring dancers. Dance Composition Basics, Second Edition, doesn’t just feature the works and brilliance of dance and choreographic legends Alonzo King and Dwight Rhoden–it is completely based on the choreographic operations and forms in three of their original works: Chants and Dreamer by King and Verge by Rhoden. All compositional exercises in the book are based on those three works, and the book itself is expertly crafted by Pamela Anderson Sofras, who has 34 years of experience teaching dance at the university level. Dance Composition Basics, designed for beginning dance composition courses, introduces dancers to choreography through a series of problem-solving activities. The activities are starting points for novice dancers to embark on their own attempts at choreography. Useful Tools The book offers several useful tools for instructors: 27 lesson plans that draw from and highlight selected portions of original compositions by King and Rhoden33 reproducible assessment and self-evaluation formsAn instructor guide that includes a sample course syllabus plus written exams for each chapterPowerPoint presentations to guide students through each lessonA web resource featuring online videos that are closely tied to the lesson plans and provide a richer learning experience for students; students can access this resource inside or outside of class Highly Valuable Video Resource The videos give students access to Alonzo King and Dwight Rhoden, highly successful and respected choreographers, who share their processes and techniques. Many video clips show the choreographers working on the same movement concepts featured in the corresponding lesson. Students will see the choreographers in action with professional dancers as they develop the movement material for each dance. Because students get to see the choreographers and dancers struggling with the same creative concepts they have been assigned, these clips add tremendous value to Dance Composition. Book and Web Resource Organization The text is split into five chapters, each of which features several lessons based on that chapter’s choreographic concept. Each lesson contains the following: An introductory statement and a vocabulary listA warm-up to prepare the body and focus the mindStructured improvisations that help dancers understand the movement concepts of the lessonProblem-solving activities that allow dancers to apply the concepts presented in the improvisationsDiscussion questions to engage dancers and promote understandingAssessment rubrics to guide evaluation of each dancer’s learning At the end of the book, a glossary provides definitions for the vocabulary terms introduced in the chapters. The main menu of the web resource corresponds with the five chapters in the book. To guide students’ use of the videos, icons have been placed throughout the book, referring readers to additional information in the web resource. Reviewing the videos will provide further insight into the choreographic assignment. The web resource also contains all the discussion questions, assessments, and evaluations found in the book. Instructors can distribute these to students electronically or print them out. Instructors can also adapt the forms to meet their specific needs. The Learning Process Dance Composition takes students through a systematic learning process: reading about a concept, discussing the concept, seeing the concept played out on video with professional choreographers and dancers, and exploring the concept through their own movement ideas. Through this process, which includes structured improvisations, students discover a movement vocabulary and original dance phrases. They then more fully develop their movement ideas, with specific movement assignments, and are given feedback by their peers and the instructor. Invaluable Resource Dance Composition Basics, Second Edition, is an invaluable resource for dancers of all styles, from ballet to modern jazz, as it introduces them to some of the compositional structures used by professional choreographers. Through the carefully designed lessons in the book and the expert examples on the video clips, students can use this resource to take their first confident and exhilarating steps into the craft of choreography.
Book chapters on the topic "Web-based exam"
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Shalem, Bar, Yoram Bachrach, John Guiver, and Christopher M. Bishop. "Students, Teachers, Exams and MOOCs: Predicting and Optimizing Attainment in Web-Based Education Using a Probabilistic Graphical Model." In Machine Learning and Knowledge Discovery in Databases. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44845-8_6.
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Gory, Djénéba, Jayanti Bhatia, and Venkatesh Reddy Mallapu Reddy. "From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_7.
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Abstract For over two decades, Zimbabwe has been embroiled within a complex web of economic, political, and financial challenges. In 2013, the country embarked on an ambitious journey of overhauling its education system by moving from content knowledge to a competency-based curriculum. The theory of change, in particular, was that, if the curriculum is entirely overhauled from outdated knowledge-based to twenty-first-century skills and competencies, then in the long-term, students would ultimately be able to meet the economy and labor market demands. The reform was phased from 2015 to 2022 and at the time of writing is in its last leg of implementation; there is much to appreciate and learn from the progress thus far. The chapter begins with an overview of the country’s education system and conditions that shaped the reform, followed by a more detailed description of the reform. It then analyzes the reform stages through Reimers’ five perspectives of educational change (Reimers, Educating students to improve the world. Springer, Singapore, 2020), and concludes by presenting the results and challenges at the time of writing. The success of such reform requires a systemic collaboration and stable conditions, and at this stage, it remains to be seen, which direction the reform takes.
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Oliven A., Nave R., Gilad D., and Barch A. "Implementation of a Web-Based Interactive Virtual Patient Case Simulation as a Training and Assessment Tool for Medical Students." In Studies in Health Technology and Informatics. IOS Press, 2011. https://doi.org/10.3233/978-1-60750-806-9-233.
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Objective Structured Clinical Examinations (OSCE) are resource intensive, not practical as teaching tools, and their reliability depends on evaluators. Computer-based case simulations (&ldquo;virtual patients&rdquo;, VP) have been advocated as useful and reliable tools for teaching clinical skills and evaluating competence. We have developed an internet-based VP system designed both for practice and assessment of medical students. The system uses interactive dialogue with natural language processing, and is designed for history taking, evaluation of physical examination, including recognition of visual findings and heart and lung sounds, and ordering lab-and imaging tests. The system includes a practice modality that provides feedback, and a computerized OSCE. The reliability of our system was assessed over the last three years by comparing the clinical competence of medical students in similar VP and human OSCE. A total of 262 students were evaluated with both exam modalities. The correlation between the two exams scores was highly significant (p&lt;0.001). Alpha Cronbach for the computerized exam was 0.82-0.89 in the 3 years, and was substantially higher than that of the conventional OSCE each year. We conclude that a computerized VP OSCE is a reliable examination tool, with the advantage of providing also a training modality.
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Parson, Rupert, and Stephen Muggleton. "An experiment with browsers that learn." In Machine Intelligence 15. Oxford University PressOxford, 2000. http://dx.doi.org/10.1093/oso/9780198538677.003.0009.
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Abstract World Wide Web (WWW) usage is increasing rapidly. Users waste time downloading pages that turn out to have no interest to them. Interesting pages are often overlooked. Modern browsers allow the user to specify search strings. This paper experimentally investigates a different approach based on learning user WWW pages preferences from examples. WWW users were drawn from a class of students. The experiments show that the inductive logic programming algorithm Progol gives overall significant predictive accuracy of user interests. However, the results are highly polarized. Some users are very predictable and others not. The polarization was surprisingly found to correlate in all cases with student exam performance. This work was conducted as part of Parson’s MSc thesis [7].
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Jia, Jiyou, Zhuhui Ding, Yuhao Chen, and Xuemei Cui. "The Study of the Relationship among Learner-Content Interaction, Learning Performance, and Learner Satisfaction in a Blended Learning English Class in a Rural High School." In Educational Stages and Interactive Learning. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch012.
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Learner-content interaction is one of the four interaction types in computer assisted instruction systems. “Without leaner-content interaction, little or no learning will occur” (Moore, 1993). The authors developed a web-based vocabulary and listening learning and assessment system for English instruction, which focuses on the learner-content interaction based on the behaviorisms learning theory. The authors integrated it into a normal English class weekly for a term in a high school located in a rural province in China. They analyzed the student exam scores, the student survey answers, learner-content interaction records in the learning system, and their relationship using statistical software SPSS. The research reveals that there exists almost significant positive correlation between learner-content interaction and learning performance, but there is not any correlation between the learner-content interaction and learner satisfaction. The survey results also demonstrated the learners’ satisfaction with this interactive learning system. The reasons for those findings are analyzed. Finally, limitations and further work are discussed.
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Menšík Marek, Duží Marie, and Gerlich Jakub. "eLogika – the system for teaching logic." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2014. https://doi.org/10.3233/978-1-61499-472-5-291.
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In this paper we introduce the Learning Management System (LMS) eLogika that has been developed in our department for teaching mathematical logic. There were many reasons that led us to the decision to develop such a system, including inter alia a great amount of students enrolled for the courses on logic. Yet the most important reason was a specific character of logic education. As a result, the eLogika system is a web application that provides didactic material for courses on mathematical logic. Its main goal is an automatic test generation and computer-aided test evaluation based on a large database of logic tasks. The system makes it possible to adjust the level of particular tests according to students' knowledge level. To this end we developed a feedback module that makes use of statistics and data mining methods. The system can generate a large number of training as well as exam test variants for each common thematic topic. At the same time it provides effective semi-automatic methods of test rating and evaluation. In the paper we describe particular modules of eLogika with the focus on the modules of data mining and statistics.
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Akiyama Masanori. "Migration of the Japanese Healthcare Enterprise from a Financial to Integrated Management: Strategy and Architecture." In Studies in Health Technology and Informatics. IOS Press, 2001. https://doi.org/10.3233/978-1-60750-928-8-715.
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The Hospital Information System (HIS) has been positioned as the hub of the healthcare information management architecture. In Japan, the billing system assigns an &ldquo;insurance disease names&rdquo; to performed exams based on the diagnosis type. Departmental systems provide localized, departmental services, such as order receipt and diagnostic reporting, but do not provide patient demographic information. The system above has many problems. The departmental system&apos;s terminals and the HIS&apos;s terminals are not integrated. Duplicate data entry introduces errors and increases workloads. Order and exam data managed by the HIS can be sent to the billing system, but departmental data cannot usually be entered. Additionally, billing systems usually keep departmental data for only a short time before it is deleted. The billing system provides payment based on what is entered. The billing system is oriented towards diagnoses. Most importantly, the system is geared towards generating billing reports rather than at providing high-quality patient care. The role of the application server is that of a mediator between system components. Data and events generated by system components are sent to the application server that routes them to appropriate destinations. It also records all system events, including state changes to clinical data, access of clinical data and so on. Finally, the Resource Management System identifies all system resources available to the enterprise. The departmental systems are responsible for managing data and clinical processes at a departmental level. The client interacts with the system via the application server, which provides a general set of systemlevel functions. The system is implemented using current technologies CORBA and HTTP. System data is collected by the application server and assembled into XML documents for delivery to clients. Clients can access these URLs using standard HTTP clients, since each department provides an HTTP compliant web-server. We have implemented an integrated system communicating via CORBA middleware, consisting of an application server, endoscopy departmental server, pathology departmental server and wrappered legacy HIS. We have found this new approach solves the problems outlined earlier. It provides the services needed to ensure that data is never lost and is always available, that events that occur in the hospital are always captured, and that resources are managed and tracked effectively. Finally, it reduces costs, raises efficiency, increases the quality of patient care, and ultimately saves lives. Now, we are going to integrate all remaining hospital departments, and ultimately, all hospital functions.
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Nantz, Karen S. "Issues in Delivering Course Material Via the Web." In Encyclopedia of Information Science and Technology, First Edition. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch299.
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Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. 2002 figures suggest that over two million students are taking at least one Web course (Thornton, 1999). According to E-Learning (2001), more than 3,000 universities will offer substantial Web courses by 2004.
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Economides, Anastasios A., and Chrysostomos Roupas. "Evaluating Computerized Adaptive Testing Systems." In Solutions and Innovations in Web-Based Technologies for Augmented Learning. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-238-1.ch011.
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Many educational organizations are trying to reduce the cost of exams, the workload, delay of scoring, and the human errors. Also, organizations try to increase the accuracy and efficiency of the testing. Recently, most examination organizations use Computerized Adaptive Testing (CAT) as the method for large scale testing. This chapter investigates the current state of CAT systems and identifies their strengths and weaknesses. It evaluates 10 CAT systems using an evaluation framework of 15 domains categorized into 3 dimensions: Educational, Technical and Economical. The results show that the majority of the CAT systems give priority to security, reliability, and maintainability. However, they do not offer to the examinee any advanced support and functionalities. Also, the feedback to the examinee is limited and the presentation of the items is poor. Recommendations are made in order to enhance the overall quality of a CAT system. For example, alternative multimedia items should be available so that the examinee would choose his preferred media type. Feedback could be improved by providing more information to the examinee or providing information anytime the examinee wished.
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Nantz, Karen S., and Norman A. Garrett. "Issues in Using Web-Based Course Resources." In Electronic Services. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-967-5.ch108.
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Education over the Internet is going to be so big it is going to make e-mail usage look like a rounding error. John Chambers, Cisco Systems, New York Times, November 17, 1990 Web-based courses (Mesher, 1999) are defined as those where the entire course is taken on the Internet. In some courses, there may be an initial meeting for orientation. Proctored exams may also be given, either from the source of the Web-based course or off-site at a testing facility. The Internet-based course becomes a virtual classroom with a syllabus, course materials, chat space, discussion list, and e-mail services (Resmer, 1999). Navarro (2000) provides a further definition: a fully interactive, multimedia approach. Current figures indicate that 12% of Internet users in the United States use the Internet to take an online course for credit toward a degree of some kind (Horrigan, 2006). That number is indicative of the rapid proliferation of online courses over the past several years. The Web-enhanced course is a blend with the components of the traditional class while making some course materials available on a Web site, such as course syllabi, assignments, data files, and test reviews. Additional elements of a Web-enhanced course can include online testing, a course listserver, instructor-student e-mail, collaborative activities using RSS feeds and related technologies, and other activities on the Internet. One of the biggest concerns about Web-based courses is that users will become socially isolated. The Pew Internet and America Life Project found that online communities provide a vibrant social community (Horrigan, Rainie, & Fox, 2001). Clearly, students are not concerned or feel that other benefits outweigh the potential drawbacks. According to government research (Waits and Lewis, 2003), during the 2000-2001 academic year alone, an estimated 118,100 different credit courses were offered via distance education (with the bulk of that using Internet-based methods) by 2- and 4-year institutions in the United States. Over 3 million students were registered in these courses. Navarro (2000) suggests that faculty members are far more likely to start by incorporating Internet components into a traditional course rather than directly offering Web-based courses. These Web-enhanced courses might be considered the transition phase to the new paradigm of Internet-based courses. Rich learning environments are being created, with a shift from single tools to the use of multiple online tools, both to enhance traditional courses and to better facilitate online courses (Teles, 2002).
Conference papers on the topic "Web-based exam"
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K, Jitha, Fathima A, Fathima Jubina Pathari, FebinaJasmin N, and HamnaFebin P. K. "Web Application Based Exam Hall Seating Management System." In 2022 International Conference on Applied Artificial Intelligence and Computing (ICAAIC). IEEE, 2022. http://dx.doi.org/10.1109/icaaic53929.2022.9792670.
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Pang, Hua, Shu Yang, and Liying Bian. "A Web Services Based Online Training and Exam System." In 2008 4th International Conference on Wireless Communications, Networking and Mobile Computing (WiCOM). IEEE, 2008. http://dx.doi.org/10.1109/wicom.2008.2910.
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Hao, Huaidan, and Lu Zhang. "Apriori Algorithm Based Exam Information Service Web App Design." In 2023 International Conference on Ambient Intelligence, Knowledge Informatics and Industrial Electronics (AIKIIE). IEEE, 2023. http://dx.doi.org/10.1109/aikiie60097.2023.10390285.
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Rahmayuni, Indri, Cipto Prabowo, Wara Saputri, Yance Sonatha, and Ervan Asri. "Web based Registration and Entrance Exam Information System for Islamic Boarding School." In International Conference on Applied Science and Technology on Engineering Science. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010955900003260.
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Maneva, Gergana, and Mancho Manev. "Redesign of web-based exam for knowledge evaluation based on analysis of the results." In 4TH INTERNATIONAL SCIENTIFIC CONFERENCE OF ALKAFEEL UNIVERSITY (ISCKU 2022). AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0181006.
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Mohamed, Khaled A. "Web-Based and Interactive E-Learning Framework for Supporting Mechanical Education Systems." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14339.
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This paper presented a framework for an e-based mechanical engineering course learning. It utilizes the Internet technology and standards to communicate between the educator and students in an interactive matter. It discusses a novel way of delivering course content for students over the Internet. Using the developed framework, the instructor can set up his/her online course materials and resources, manage class student groups, and administrate student evaluation. It may be used on-site by full time students to establish an efficient interaction between the student, course content and instructor. It also offers online courses that make education accessible to distance learning students. The new system utilizes Internet technology to demonstrate class material using text, images, sound, video, 3D images and visualization, and even simulates the 3D and physical models according to the class requirements. This research also introduces a model for randomly generating exam to help the user practice taking the exam. The practice exam is graded instantly and reported to the user through web. It also provides a model for collaborative learning environments and synchronizing. Using the developed framework improves the way engineering students can understand mechanical engineering principals. It also relaxes the geographical boundaries between the students and the instructor without significantly changing the quality of learning experience. We introduce a case study and developed system implementation for CAD/CAM learning principals and Integration.
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Wongwatkit, Charoenchai. "An Online Web-based Adaptive Tutoring System for University Exit Exam on IT Literacy." In 2019 21st International Conference on Advanced Communication Technology (ICACT). IEEE, 2019. http://dx.doi.org/10.23919/icact.2019.8701994.
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Ya-ning, Wang, Shen Shi-kai, and Ma Hong. "Research and implementation of intelligent test paper for an exam system based on web." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887138.
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Rehberger, Sebastian, Timo Frank, and Birgit Vogel-Heuser. "A web-based e-learning and exam tool with an automated evaluation process for teaching software engineering." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402091.
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Stanescu, Monica, and Marius Stoicescu. "STUDY ABOUT THE EFFICIENCY OF WEB-BASED TOOLS USED FOR PHYSICAL EDUCATION TEACHERS' TRAINING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-218.
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In the training of specialists in Physical education and sports field, the utilization of Web-based tools represents a relatively recent methodological approach. In the context in which a part of the students attending the initial preparation program participate in performance sports training, but the specialists involved into an educational process don't have any more the opportunity to take part in presential continuing training sessions, we think that we should initiate a new methodological approach to the process of building-up specific competences. The present paper aims at checking the efficiency of a Web-based tool utilization to build up the planning competences of the future physical education teachers. In this context, in order to design and develop the training activity, we used the exeLearning software, a tool that facilitates the creation and administration of the specific contents, but also the construction of some knowledge self-assessment questionnaires. The learning object was used by 80 students in the final year of their psycho-pedagogic training program, participants in the Computer-Assisted Instruction course. Following the application utilization, students were asked to draw up a planning document and to express their opinion about the used tool efficiency. To this purpose, we created and administered an opinion questionnaire made up of 12 items grouped in 4 categories - attitude toward the utilization of such learning tools, benefits and difficulties related to the utilization of the created learning object, possible directions of application to different study disciplines (bachelor's level), effects on the learning efficiency. Answers were correlated to students' competence level resulted from their evaluation in the Computer-Assisted Instruction exam. The conclusions of this paper highlight the possibilities to use the Web-based tool in the training of the future specialists in Physical education and sports field and they are accompanied by a series of proposals the application of which would bring real benefits to students.