<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>E-authentication is one of the key topics in the field of online education and e-assessment. This study was aimed at investigating the user experiences of students with special educational needs and disabilities (SEND) while developing the accessible e-authentication system for higher education institutions. Altogether, 15 students tested the system (including instruments for face recognition, voice recognition, keystroke dynamics, text style analysis and anti-plagiarism), developed as part of the TeSLA project. Students also completed pre-questionnaires and post-questionnaires and attended individual interviews. The findings reveal positive expectations and experiences of e-authentication. Students believed that the e-authentication system increased trust and, thus, diversified their possibilities for studying online. Students found some challenges and emphasized that the e-authentication system should be reliable and easy to use. The possibility to use different kinds of instruments was perceived as an important feature. Students’ willingness to use these instruments and share their personal data for e-authentication varied due to their disabilities or individual preferences. The results suggest that students should have options for what kind of e-authentication they use.</p>
</abstract>

E-authentication is one of the key topics in the field of online education and e-assessment. This study was aimed at investigating the user experiences of students with special educational needs and disabilities (SEND) while developing the accessible e-authentication system for higher education institutions. Altogether, 15 students tested the system (including instruments for face recognition, voice recognition, keystroke dynamics, text style analysis and anti-plagiarism), developed as part of the TeSLA project. Students also completed pre-questionnaires and post-questionnaires and attended individual interviews. The findings reveal positive expectations and experiences of e-authentication. Students believed that the e-authentication system increased trust and, thus, diversified their possibilities for studying online. Students found some challenges and emphasized that the e-authentication system should be reliable and easy to use. The possibility to use different kinds of instruments was perceived as an important feature. Students’ willingness to use these instruments and share their personal data for e-authentication varied due to their disabilities or individual preferences. The results suggest that students should have options for what kind of e-authentication they use.

Developing E-Authentication for E-Assessment – Diversity of Students Testing the System in Higher Education

European Journal of Open, Distance and E-Learning

This work is licensed under the Creative Commons Attribution 4.0 International License.

E-authentication is one of the key topics in the field of online education and e-assessment. This study was aimed at investigating the user experiences of...

Developing E-Authentication for E-Assessment – Diversity of Students Testing the System in Higher Education

Publié en ligne: 10 déc. 2020

Pages: 99 - 115

DOI: https://doi.org/10.2478/eurodl-2020-0013

Mots clés
e-authentication, e-assessment, special educational needs and disabilities (SEND), higher education, accessibility, TeSLA system

© 2020 Sanna Uotinen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Developing E-Authentication for E-Assessment – Diversity of Students Testing the System in Higher Education

Publié en ligne: 10 déc. 2020

Pages: 99 - 115

DOI: https://doi.org/10.2478/eurodl-2020-0013

Mots clése-authentication, e-assessment, special educational needs and disabilities (SEND), higher education, accessibility, TeSLA system

© 2020 Sanna Uotinen et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
e-authentication, e-assessment, special educational needs and disabilities (SEND), higher education, accessibility, TeSLA system