Abstract
ABSTRACT In response to COVID-19, universities worldwide experienced drastic and sudden changes including the need to shift to online teaching and assessment. Following previous research suggesting that individual differences in typing skills could influence text quantity and quality, we investigated whether university students’ typing speed is related to their performance in an online written exam, considering that low typing skills could potentially be disadvantageous. To this end, first-year university students participated in a copy-typing task immediately after completing a graded online exam. Results show a trend toward a triangular relationship between typing speed, text length and exam performance. Despite coefficients being small, this approach allows unique insights into externally valid data of university students’ typed free text production in an authentic online exam situation. Our findings emphasize the need for more research into this highly variable skill in order to understand and minimize unwanted interindividual differences that could possibly influence exam outcomes.
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