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dc.contributor.authorOpstad, Leiv Trygve
dc.date.accessioned2023-02-07T09:59:53Z
dc.date.available2023-02-07T09:59:53Z
dc.date.created2023-01-23T15:03:41Z
dc.date.issued2022
dc.identifier.citationInternational Educational Research (IER). 2022, 5 (1), 1-11.en_US
dc.identifier.issn2576-3059
dc.identifier.urihttps://hdl.handle.net/11250/3048812
dc.description.abstractThe aim of this article is to see if there are substantial differences in attitudes towards teaching methods and choice of assessment between the students who are present at campus and to those who prefer the online version. During COVID-19, we got a unique opportunity to compare the students who took the same course and had identical exams. The same questionnaire is distributed to both groups in a compulsory subject in economics at Norwegian University of Science and Technology (NTNU). The choice of method is a pairwise comparison of the mean values using T-test. The findings show a significant difference between these two groups. Those who chose to be on campus had higher Grade Point Average (GPA) at high school, and they preferred the traditional form of exams. Those who chose to follow the lectures digitally favoured multiple choice tests, or home-based ‘open book’ exams. This means that both teaching methods and the choice of exam forms can have a major impact on the ranking of the students.en_US
dc.language.isoengen_US
dc.publisherIDEAS SPREAD INCen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleBusiness Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teachingen_US
dc.title.alternativeBusiness Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teachingen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber1-11en_US
dc.source.volume5en_US
dc.source.journalInternational Educational Research (IER)en_US
dc.source.issue1en_US
dc.identifier.doi10.30560/ier.v5n1p1
dc.identifier.cristin2113408
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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