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Background: The use of e‐exams in higher education is increasing. However, the role of student diversity in the acceptance of e‐exams is an under‐researched topic. In the current study, we considered student diversity in terms of three sociodemographic characteristics (age, gender, and second language) and three dispositional student characteristics (computer anxiety, test anxiety, and technology openness). Objectives: The main objective of this study was to investigate the relationship between student diversity and acceptance of e‐exams. Methods: Our research combined cross‐sectional analyses (N = 1639) with data from a natural experiment on the introduction of e‐exams versus the established paper‐pencil exams (N = 626) and used both self‐report and institutional data. Sociodemographic and dispositional characteristics were indirectly related to pre‐exam acceptance via expectancy variables from the Technology Acceptance Model framework. Results and Conclusions: Comparisons of post‐exam acceptance showed that practical experience with the e‐exam led to a significant increase in e‐exam acceptance, and that students with low openness toward technology particularly benefited from this effect. Students' exam performance (i.e., grades) was unrelated to the exam format or their pre‐exam acceptance of the e‐exam format, and this was true across students' sociodemographic and dispositional characteristics. Takeaway: Student diversity plays a role in e‐exam acceptance, but its influence is mitigated by first‐hand experience with e‐exams. The practical implications for higher education institutions aiming to implement e‐exams are discussed. Lay Description: What is already known about this topic: The use of e‐exams in higher education is increasingThe role of student diversity for e‐exam acceptance is unclearTechnology acceptance is predicted by expectancies towards new system What this paper adds: We investigated students' sociodemographic and dispositional diversityDiversity predicted e‐exam acceptance via the expectanciesIn a natural experiment, first‐hand experience increased e‐exam acceptanceNo difference between performance in e‐exams and paper‐pencil‐exams found Implications of the study findings for practitioners: Higher education institutions implementing e‐exams should consider diversitySupport for older students and students with low technology openness neededNo student groups systematically disadvantaged by e‐exam implementationPractice rooms can increase experience with new system before exam [ABSTRACT FROM AUTHOR]

Background: Research into online exams in higher education has grown significantly, especially as they became common practice during the COVID‐19 pandemic. However, previous studies focused on understanding individual factors that relate to students' dispositions towards online exams in 'traditional' universities. Moreover, there is little knowledge on university distance learning students' experience of transitioning from in‐person to online exams. Objectives: This study investigates the acceptance and satisfaction of university distance learning students in their transitioning from in‐person to online exams, through multiple factors. Methods: We employed a mixed‐methods study to understand the relationship between assessment and online exam factors (e.g., revision and online exam satisfaction, assessment competencies, invigilation acceptance, exam anxiety and workspace satisfaction). Cluster analysis and interview data contributed to our understanding of students who are 'strongly positive' and 'less positive' towards online exams. Results and Conclusions: Our findings highlight the overall importance of increasing student confidence by building their assessment competencies throughout their studies and familiarising them early with the technologies and formats to be used in the actual exam. We also shed light on particular student characteristics that relate to reduced online exam acceptance, such as students with disabilities, caring responsibilities and mental health issues, or students who lack access to the necessary technology. Implications: The findings and recommendations of this research contribute to the wider agenda of designing fair and trustworthy online assessment, including exams, for the future. Lay Description: What is already known about this topic?: Studies focusing on students' perceptions of online exams have increased.The COVID‐19 pandemic has increased online exams at universities.Research show that students appreciate online exams.The factors that contribute to students' positive dispositions are not clear. What this paper adds?: A mixed‐methods study on online exams in distance learning higher education.Factors that determine students' positive dispositions towards online exams.Student characteristics that relate to reduced online exam acceptance. Implications for practice: Guidelines for designing online exam systems positively perceived by students.Online exams to be an integral part of teaching and learning design. [ABSTRACT FROM AUTHOR]

Background: The rapid globalization along with the growing trend of openness and sharing approach enabled widespread of digital technologies all over the world. However, we can still find differences between countries in technology use and perceptions of usefulness for learning. Understanding students' use of educational technology and their perceptions of its usefulness is especially significant today, given the rapid penetration of online learning into higher education as a response to Covid‐19. Objectives: This research aimed to understand students' actual experiences with digital technologies during their academic studies and their perceptions of technology usefulness across institutional and international contexts (Israel and Australia). Methods: This quantitative study used data from a large‐scale bi‐national online survey of 3003 students in both countries. Comparative analyses were conducted. In addition, factor analysis was used to identify latent factors from 16 variables of students' perceptions of the usefulness of digital resources usefulness. Results and conclusion: The results revealed significant differences in technology usage and its perceived usefulness between students in the two countries. They confirmed the predominance of 'official' digital resources, such as learning management systems and online library resources. However, large percentages also reported the use of 'non‐official' digital resources, including academic search services; subject‐related videos and audio recordings on content‐sharing websites such as YouTube and Wikipedia; and communication and/or collaboration with other students through social networks. Thus, universities need to consider the potential use of incorporating these resources for improving teaching and learning. Moreover, understanding the differences will assist in implementing tailored techno‐pedagogical solutions to the students. Lay Description: What is currently known about the subject matter: Technologies can enhance learning experiences, however the actual usage and sense of usefulness by higher education students is not well understood.Most technologies are under‐utilized for learning purposes, partly because the quality of students' learning experience is not yet guaranteed.Learning‐environment culture is important factor in the adoption of digital resources and practices in academic studies. What the paper adds to this: A large‐scale bi‐national survey of 3003 students at Monash University in Australia and Tel Aviv University in Israel adds to our empirical understanding of student use and perception of usefulness of digital technologies for their studies.'Official' digital resources, such as LMS and online library resources as well as 'non‐official' digital resources, including specialized academic search services, subject‐related videos and audio recordings on content‐sharing websites and communication were found to be in predominance.Significant international differences in technology usage and its perceived usefulness were found in 'official' and 'non‐official' digital resources. Implication of the study findings: Students use a range of 'non‐official' technologies to support their studies, which suggests universities need to consider the potential use of incorporating these resources and practices.The advantage of the digital technologies for academic learning is not utilized yet. We still have work to do in order to cross the chasm.The high usage and perceived usefulness of the external video materials (OER, such as MOOCs) raise questions regarding how to integrate them in academic learning. [ABSTRACT FROM AUTHOR]

During the COVID‐19 crisis, digital informal learning is important for students' academic engagement. Although scholars have highlighted the importance of students' digital competence in improving digital informal learning (DIL), the mediating role of DIL between digital competence and academic engagement has remained ambiguous. The purpose of this study is to investigate the relationship between students' digital competence and their academic engagement with the mediating role of DIL in the higher education context. This study used a descriptive correlational design, and the data were analyzed using structural equation modelling (SEM). The study sample included 308 students from Shiraz University, Iran. The results showed that digital competence positively and significantly correlated with students' DIL and their academic engagement. Furthermore, DIL, as the mediator variable, was found to mediate the relationship between students' digital competence and their academic engagement. Since higher education institutions have a key role in improving students' academic engagement, particularly in the COVID‐19 pandemic, academic administrators should pay more attention to students' digital competencies and provide them with efficient and user‐friendly DIL platforms that can increase their academic engagement. Lay Description: What is already known about this topic: One of the challenges of online learning environments is students' engagement especially in the COVID‐19 crisis.The role of digital informal learning (DIL) in the students' engagement is ambiguous.Little work has been done to support the relationship between digital competence, DIL and academic engagement. What this paper adds: The structural equation model of academic engagement, digital competence, and DIL was examined.There is a significant relationship between digital competence and DIL of students.The engagement of students will increase both with the use of digital competencies and DIL. Implications for practice and/or policy: Administrators should provide efficient DIL platforms to increase students' academic engagement.Educators should consider students' digital competencies to increase their academic engagement. [ABSTRACT FROM AUTHOR]

The present study investigated the utility and validity of the Social Emotional Health Survey-Higher Education (SEHS-HE) among Turkish students (N = 345) in higher education. Confirmatory factor analysis found acceptable data-model fit statistics for a priori SEHS-HE latent measurement models and its second-order covitality latent construct. The covitality latent construct was associated with higher levels of mental wellbeing, higher academic achievement, and lower levels of psychological symptoms. Findings provided preliminary evidence supporting the use of the SEHS-HE to measure Turkish university students' social-emotional strengths. Research is needed to further evaluate how the SEHS-HE can be used to inform prevention and intervention services on university campuses that aim to improve students' social, emotional, and mental health and wellbeing. [ABSTRACT FROM AUTHOR]

Fear of heterosexism—as distinct from actual experiences of heterosexism—plays a significant role in staff and students lives on campus. Ambient workplace heterosexism provides a context for staff and students about what to expect from their peers and colleagues, and shapes the daily activities of those who perceive heterosexism as a regulating force. In this article, we consider the psychometrics of the Fear of Heterosexism Scale (FoHS), which was integrated into a campus climate survey of Western Sydney University staff and students (N = 3,106; n = 412). This scale was considered in relation to a range of associated factors, including perceived safety on campus, bystander efficacy, responsibility to intervene, and awareness of lesbian, gay, bisexual, transgender, intersex, queer/questioning, asexual, and many other terms such as nonbinary and pansexual (LGBTIQA+) issues. In turn, the results of the FoHS are considered across a range of demographic factors such as gender, sexuality, role, dis/ability, and membership of campus-based support organizations. Supporting the findings from the initial operationalization of the FoHS by Fox and Asquith in 2018, this research identifies the consequences of fear of heterosexism on daily activities and engagement with study/work. Understanding the factors associated with fear of heterosexism is critical in creating more inclusive and respectful university environments. [ABSTRACT FROM AUTHOR]