Traditional In-class Examination vs. Collaborative Online Examination in Asynchronous Learning Networks: Field Evaluation Results

Online courses make possible new forms of working and learning together that would be difficult or impossible to use in the classroom-based course. This paper presents field evaluation results comparing the traditional in-class examination and the collaborative online examination using asynchronous learning networks (ALN) in a graduate-level course in a U.S. university. The collaborative online exam includes students making up questions, answering, grading, and appealing the grades. A 1x2 field experiment was designed to evaluate the collaborative exam in comparison with a traditional in-class exam. Survey results (response rate = 81.6%) show an overall favorable attitude towards the collaborative exam, including enjoyability of the exam process, perceived learning, satisfaction, and recommendation for future courses. Significant correlations and differences are found among factors and between the two exam modes. Students’ concerns as well as plans for future research are also discussed in the paper.