关于为了增加在线学习或考试的可信度的教师策略的研究

关于为了增加在线学习或考试的可信度的教师策略的研究(中文9000字,英文6000字)
作者：Ruey-Shin Chen
计算机科学与信息工程系  国立金门大学
中国台湾金门县金宁镇第一大学路
介绍
由于信息技术的进步，网上学习和在线考试的模式对比传统的练习模式有生了很大的改变。网上考试工具对于通过小测试来检验学生的学习成果是非常便捷的，尤其是在线学习一门外语时。
   随着在线学习与网上考试的普及，除了传统的作弊方式外，新的作弊手段也随之诞生。一些教育研究人员也已经讨论过涉及到作弊问题的各种行为与类型中的巨大的多样性。在网上学习或者考试系统中，许多学生被发现有一些类似于在网络学习或考试期间通过网络信息交换的作弊方式的行为，而那些学生认为，这种网页的学习或考试系统相比较传统的学习系统作弊会更加的容易。
    老师和学生在网上学习和考试中的可靠度评估是一个关系到在线学习和考试成功与否的重要因素。教育的信用价值在过去的几年中一直是教师们关心的点。对当下学校的作弊行为评估中表名，许多学生在许多考试中都有作弊行为。为了公平性，老师们都面临着创造一种更加公平的网络学习与考试的环境的挑战任务。如何找到一种增加网络学习与考试可靠度的方法变得越发重要。
为了增加可靠性，一些脸部记录系统已经被用在网页考试系统以此来减少在线网络学习与考试与传统考试之间可能产生的实际差距。在实现了面部记录功能后，百分之七十四的老师和百分之六十九的学生相信网络学习与考试的成绩结果。但是仍然有大月百分之三十的老师还是担心成绩的可靠性。我们迫切的需要新的方式来验证以便提高在线网络学习与考试的评估的可靠性。因此本论文在应用了认证系统搭配教师策略的基础上来探索当前在线学习与考试的可信度。这篇论文的目的在于：
①探索基于在线的学习与考试在教师策略的实现情况下，学生或学者是否会接受学习成果与考试成绩的公平性。
②探索老师的在线学习和考试政策如果影响学生的认证行为
③评估教师策略的使用是否能增强教育工作者对于网络学习与考试的可行度的信任
④在与学生、工作人员以及教职工的讨论中得到组织更好的在线学习与考试的操作方法策略的办法。

Teacher’s Stratigeies for Improving Online Learning or Exam Credibility
        Ruey-Shin Chen
Department of Computer Science and Information Engineering. National Quemoy University ,
No. 1 University Road, Jin-ning Township, Kin-men County, Taiwan, Republic of China
Introduction

E-learning or exam pattern has been changed from the traditional practice because the advancement of information technology. As online learning or exam in foreign language study , e-Exam tool is convenient to make a quiz for evaluating students’ learning performance(Gimeno-Sanz and de Siquera,2012).
   Besides traditional method , new cheating techniques have been born with the increase of e-Learning or exam system (Keresztury and Cser, 2013). Some Education Researchers have discussed the enormous diversity of behaviors and types of issues that involve cheating . In an e-Learning or Exam system, many students were observed with negative behaviors such as cheating with online message exchange during their e-Learning or test, Many students believed that , it is easier to cheat in web-based versus traditional study.
   Teacher and students’ credibility evaluation on e-Learning or exam Is a factor to the success of online learning or exam . Educational trust worthiness has been a continuing concern of teachers in the past year. The assessment of the current cheating on school show that many students conduct fraud examinations on several tests. For the reliability, some teachers are challenged with the task of creating fairer e-Learning or exam environment .　How do we find a solution to increase credibility of e-Learning or e-Exam becoming important?
   In order to increase credibility , some face recording system has used in web based exam for reducing credibility gap between the web-based learning or exam and real traditional exam. After implementing face recording function, seventy for percent of the teachers and sixty nine percent of the students positively believe the online learning or exam result. There are still about thirty percent of teachers concerning the score credibility . New strategies are needed to go with authentication for increasing credible assessment in an e-Learning or exam. Therefore, this  study applies authenticated system accompanying with Teacher’s strategies to explore the credibility of current e-Learning or exam. The purpose of this study includes.

   * To explore teacher’s strategies implemented on web based learning or exam after-school e-Learning or exam and evaluate whether learner or students acknowledges the fairness of the study work or test scores.
   * To explore how teacher’s e-Learning or exam polices influences student’s authentication behavior.
   * To assess whether strategies used by the teacher can enhance educator’s trust on e-Learning or exam credibility .
   * To implement problem-solving methods in discussion with students, staffs and faculty for forming better strategies of e-Learning or e-Exam operation