Search results for "autenticación"
showing 3 items of 3 documents
Acceptability of the e-authentication in higher education studies: views of students with special educational needs and disabilities
2021
AbstractTrust-based e-assessment systems are increasingly important in the digital age for both academic institutions and students, including students with special educational needs and disabilities (SEND). Recent literature indicates a growing number of studies about e-authentication and authorship verification for quality assurance with more flexible modes of assessment. Yet understanding the acceptability of e-authentication systems among SEND students is underexplored. This study examines SEND students’ views about the use of e-authentication systems, including perceived advantages and disadvantages of new technology-enhanced assessment. This study aims to shed light on this area by exa…
La Madone de Louvain de Bernard van Orley : les dessous d'une attribution longtemps controversée
2013
In the last century, the Virgin of Louvain, a small panel offered in 1588 by the city of Louvain to the king Philip II of Spain, raised some questions. Attributed to Jean Gossart (called Mabuse) at the time of its sending in Spain at the end of the sixteenth century, the painting was the object of incessant discussions in the term of which the authorship of the work was revised to be finally given to Bernard van Orley because of the figuration of the Virgin. If the style of the Renaissance architecture which appears behind the Madonna was for the historians of the time a characteristic of both artists, its study point to Van Orley as the true author of the painting, also revealing the artis…
Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education
2019
Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey.…