Reviews

Peter Jarvis, Universities and Corporate Universities: The Higher Education Industry in Global Society, London: Kogan Page, 2001. ISBN: 0–7494–3404‐X. Softback, x + 166 pages, £19.99

Reviews

Alan Clarke, Designing Computer‐Based Learning Materials, Aldershot: Gower, 2001. ISBN: 0–566–08320–5. Hardback, xviii+196 pages, £45.00

Reviews

Web‐Teaching ‐ A Guide to Interactive Teaching for the World‐Wide Web by David W. Brooks, New York: Plenum, 1997. ISBN: 0–306–45552–8. Paperback, 214 pages. $30

Handwriting or typing exams – can we give students the choice?

Previous work at the University of Edinburgh has explored the possibility of bringing computers into the traditional essay-examination context, and has presented initial reactions from students (Mogey & Sarab, 2006, Mogey et al 2007). This paper develops that work and describes a designed experiment intended to tease out critical differences between handwritten and typewritten student scripts and the students approaches to writing or typing exams. The study takes student scripts generated in a mock examination using the format of the student’s choice (either typed or handwritten) and transcribes them into the other format. All scripts are then double blind marked, and other quantitative data such as number of words written can be easily gathered. Qualitative data has also been collected about the students’ attitude to and confidence in computers. Analysis will enable us to take an informed decision about the equity of implementing computer based essay examinations on an institutional scale

Students’ choices between typing and handwriting in examinations.

Keyboarding is a ubiquitous skill for most UK students and most coursework essays must be word-processed. However few examinations, other than for students with disabilities, permit the use of a word-processor. It is not known how students would respond given a free choice between handwriting and word-processing in an essay examination. This study reports the findings when students were encouraged to choose between these methods of composition for an examination. Few opted to word process; the students’ reactions immediately after the examination were obtained. The demands of essay examinations as compared with assignments are identified and discussed and implications for future enquiries are considered