Technological leverage in higher education: an evolving pedagogy

Abstract

PurposeThe purpose of the study is to analyse the perception of students toward a computer-based exam on a custom-made digital device and their willingness to adopt the same for high-stake summative assessment.Design/methodology/approachThis study followed an analytical methodology using survey design. A modified version of students’ perception of e-assessment questionnaire (SPEAQ) was used to elicit information from the subjects, who were drawn from a first-year post-graduate course in management and commerce, soliciting voluntary participation in the survey. SmartPLS 2.0 was the major analytical tool used to understand the theoretical robustness of observed and latent variables through structural equation modelling. The final model was retained based on the structural significance of the path coefficients.FindingsThe results of the study offer ample evidence to establish the proposed theoretical relationship. It was found that the subjects of the study maintained a positive attitude toward e-assessment. Hence, the introduction of e-exams for high-stake assessment is suitable to current generation students.Research limitations/implicationsFindings of the study may be irrelevant to students who are not subject to e-learning processes, as an e-assessment can only be effective when students have ample exposure to working on computers.Practical/implicationsA major practical implication of the study is that e-exams will positively influence the outcome of education and effectiveness of the teaching–learning process. Technology, as an eclectic paradigm, can amplify the educational outcome by boosting the competency of students to meet challenges of any emerging situations.Originality/valueThe idea of an e-exam, using a custom-made device, is unprecedented. This paper offers a convincing empirical evidence to academic administrators to integrate e-assessment with e-learning programs.