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Who is Who and doing What in distance education?: Authentication and keystroke dynamics
Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. (ICT, Media and Learning)
Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning. (ICT, Media and Learning)
2008 (English)In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, no 3-4, 175-187 p.Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [en]

This paper presents a study of computer based text development processes performed by ten native English language writers. The aim of this study is to analyse the text development process at a micro-level using a computer to explore whether unique keystroke patterns exist that can be used to identify individuals and different writing tasks. Keystroke logging techniques have been used together with fuzzy-logic comparison engines to identify unique keystroke patters across different tasks. Results indicate that patterns can be defined that are stable within writers but different between writers. Finally the paper suggests future improvements to the comparison engines and discusses ethical issues that need to be considered if such an identification mechanism were to be introduced into online assessment systems.

Place, publisher, year, edition, pages
Umeå: Umeå University , 2008. no 3-4, 175-187 p.
National Category
Pedagogical Work
Research subject
Education
Identifiers
URN: urn:nbn:se:umu:diva-20559OAI: oai:DiVA.org:umu-20559DiVA: diva2:208940
Available from: 2009-03-22 Created: 2009-03-22 Last updated: 2015-01-19Bibliographically approved
In thesis
1. Designing for eAssessment of higher order thinking: An undergraduate IT online distance education course in Sri Lanka
Open this publication in new window or tab >>Designing for eAssessment of higher order thinking: An undergraduate IT online distance education course in Sri Lanka
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Att designa IT-stödd bedömning av studenters förmåga till kritiskt tänkande, reflektion och problemlösning : distansutbildning i Sri Lanka
Abstract [en]

Distance education has seen rapid growth over the recent decades. The rapid development of Information Communication Technology [ICT] has been one of the main drivers of this growth in distance education. However, distance education and ICT themselves posts challenges to both students and educators alike. This thesis finds its basis in the problem of high failure rates and quality assurance issues in the Bachelor of Information Technology [BIT] distance degree programme conducted by the University of Colombo School of Computing in Sri Lanka. A Formative Assessment for Distance Education [FADE] model that promotes the development of and assesses higher-order skills in a collaborative online distance-learning environment was designed based on a methodological approach involving design-based research. The main study was focussed on two main problems, plagiarism in distance education [part A] and the use of technology to address the issues of learning and assessment [part B]. Research questions arising from different aspects of the design required the use of multiple methodologies. Issues of plagiarism in technology aided assessment in distance education put forward questions that required the use of a quasi-experiment and a literature survey. The empirical material of this phase of the study comprised of keystroke logs and questionnaire data. The design and evaluation of the FADE model employed a mixed method two-phase sequential explanatory strategy. The empirical material of this phase of the study comprised of questionnaires, observations coding, interviews and examination and registry data. The quasi-experimental data was analysed using a fuzzy logic engine. The questionnaire, observation coding and examination and registry data were statistically analysed and interviews were used to interpret and explain finding. The results of the part A of the study indicate that there are keystroke patterns for individuals that are stable within and across different tasks. However, the results of the literature review on plagiarism suggested the use of both technological and pedagogical approaches to plagiarism. Part B of the study, showed relationships between higher order thinking demonstrated by students and their course results and attitudes.  Collaborative learning skills demonstrated by students showed relationships to the students’ purpose of use of the FADE forum and their experience on the social web. This study finds that both technological tools and pedagogical practices have to be used in conjunction to limit the possibility of plagiarism. With reference to assessment with a focus on the development of higher order thinking, the study indicates that assessment should be based on the student’s perspective, the purpose and aim of the assessment and the assessment environment. Furthermore, the study finds that in distance education collaboration seems particularly important. 

Place, publisher, year, edition, pages
Umeå: Umeå University, 2012
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 47
Keyword
Learning, Assessment, Distance Education, Higher order thinking, Collaborative learning, Higher education, Plagiarism, Keystroke dynamics
National Category
Educational Sciences
Research subject
Education; educational work; Computer and Information Science
Identifiers
urn:nbn:se:umu:diva-57793 (URN)978-91-7459-455-3 (ISBN)
Public defence
2012-09-07, HUM-huset, Hörsal F, Umeå Universitet, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2012-08-17 Created: 2012-08-16 Last updated: 2012-08-24Bibliographically approved

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