000			02086nam a22002897a 4500
003			ZW-GwMSU
005			20210506133946.0
008			210506b |||||||| |||| 00| 0 eng d
022			_a18146627
040			_aMSU _cMSU _erda
100	1		_aAdesemowo, A Kayodo. _eauthor
245			_aThe experience of introducing secure e-assessment in a South African university first-year foundational ICT networking course _ccreated by A. Kayode Adesemowo, Hermien Johannes, Simon Goldstone and Koshala Terblanche.
264			_aPretoria _bUNISA Press and Routledge _c2016
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica Education Review _vVolume 13, number 1,
520			_aThis article illustrates the experience of introducing e-assessment to a foundational ICT networking course for a ‘large’ group of first-year students at a South African Higher Education Institution. The study employed a mix of participatory action research, systems design, and survey (quantitative and qualitative) analysis over an academic year across two semesters. Although much research has been conducted on teaching in ICT, the purposeful pedagogical use of electronic assessment is limited. The results provide insight into the need for ‘extending’ the scholarship of teaching and learning to the scholarship of teaching, learning and assessment. While the research has some limitations in longitudinal and comparison studies, it is useful to students, teaching instructors, lecturers and administrators as it provides key thoughts as guidelines for introducing and using e-assessments as platforms for active learning, and as a basis for future research into the use of e-assessment for high-stake summative assessment.
650	4		_aE-assessment
650	4		_aActive learning
650	4		_aMoodle
700			_aJohannes, Hermien. _eauthor
700			_aGoldstone, Simon. _eauthor
700			_aTerblanche, Koshala. _eauthor
856			_uhttps://doi.org/10.1080/18146627.2016.1186922
942			_2lcc _cJA
999			_c157020 _d157020