Browsing by Author "Rawlins P"

Now showing 1 - 3 of 3
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    Investing in educational success: An investigation of the evidence base
    (2015-02-28) Rawlins P; Ashton K; Carusi T; Lewis E
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    Online proctored exams and digital inequalities during the pandemic.
    (Wiley, 13/04/2023) Hartnett M; Butler P; Rawlins P
    The emergence of the COVID-19 and the resulting global pandemic has ushered in far-reaching changes for countries across the world, not least of which are changes to their education systems. With traditional location-based exams no longer possible at universities, the uptake of online proctored exams (OPE) has occurred at a pace not seen prior to the pandemic. Students' experiences of online proctored exams during the pandemic are reasonably well-understood in terms of digital access and ease of use of the technology. However, less is known about students' perceptions of digital confidence and competence to complete an online exam, both of which are important digital equity considerations.
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    Using a Scenario-Based Method to Explore University Students’ Views About Writing Assistance
    (Springer Nature Limited on behalf of the New Zealand Association for Research in Education, 2025-03-19) Möller A; Comer K; Rawlins P; Emerson L
    Scenarios, or short descriptions of hypothetical situations, can serve as a methodological tool to gather insights and develop an understanding about participants’ perceptions. Studies have made use of scenarios to gauge student beliefs about the acceptability of various writing activities that may be considered help, plagiarism, or something else. These studies often employed scenarios within surveys comprised of single- or multiple-choice queries, leaving little space for participants’ views beyond binary responses and no room for their detailed explanations. Using scenarios as a way to start an in-depth discussion, however, offers opportunities to explore students’ perspectives and reasonings on using writing assistance from third parties. This article describes a unique implementation of a bespoke set of scenarios in a qualitative study that examined undergraduate students’ perceptions about third-party writing assistance. Using these distinctive scenarios represents a contribution to how we collect data on students’ perspectives. This method is particularly applicable for qualitative research studies exploring complex participant perceptions about nuanced phenomena within education.