International Educational Research https://j.ideasspread.org/index.php/ier <p>International Educational Research (IER)&nbsp;is an international, double-blind peer-reviewed, open-access journal, which is published by <span lang="EN-US">IDEAS SPREAD INC</span>&nbsp;in both print and online versions. The online version is free to access and download. The journal publishes original research papers, case reports, and review articles. The journal encourages submission in but not limited to subjects of Education method, education policy and education development; Educational technology and educational psychology; Special education and cross-cultural education; Educational leadership, educational administration and educational evaluation; Training, teaching and learning, Language education.</p> en-US <p>Copyright for this article is retained by the author(s), with first publication rights granted to the journal.<br> This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).</p> ier@ideasspread.org (Adan Williams) service@ideasspread.org (Technical Support) Thu, 22 Sep 2022 00:00:00 +0800 OJS 3.1.0.0 http://blogs.law.harvard.edu/tech/rss 60 Business Students Have Different Views about Their Performance and Approach to Study in Relation to Exam Formats, Depending on Attitudes Towards Digital Teaching https://j.ideasspread.org/index.php/ier/article/view/1101 <p>The aim of this article is to see if there are substantial differences in attitudes towards teaching methods and choice of assessment between the students who are present at campus and to those who prefer the online version. During COVID-19, we got a unique opportunity to compare the students who took the same course and had identical exams. The same questionnaire is distributed to both groups in a compulsory subject in economics at Norwegian University of Science and Technology (NTNU). The choice of method is a pairwise comparison of the mean values using T-test. The findings show a significant difference between these two groups. Those who chose to be on campus had higher Grade Point Average (GPA) at high school, and they preferred the traditional form of exams. Those who chose to follow the lectures digitally favoured multiple choice tests, or home-based ‘open book’ exams. This means that both teaching methods and the choice of exam forms can have a major impact on the ranking of the students.</p> Leiv Opstad ##submission.copyrightStatement## http://creativecommons.org/licenses/by/4.0 https://j.ideasspread.org/index.php/ier/article/view/1101 Thu, 22 Sep 2022 00:00:00 +0800