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Conference Object Assessment of Online Exam System Perception in Covid-19 Pandemic Era(IADIS Press, 2021) Eryılmaz,M.; Genis-Gruber,A.The swift conversion of courses to online exams has labelled the recent Covid-19 pandemic era. In educational agenda, all educators in the globe have faced the obstacles of abrupt adoption of distance education learning methods. Although distance education methods have been exercised in the past decade, the usage was not common. The pandemic has brought not only the sudden transformation of education format, but also online security issues. The online exam solution in e-learning techniques, tools and adoption has been a popular topic to research. Recent literature review shows various analyzes in the field, however the outcome of the research proves that the challenges are similiar in the globe. The aim of this research is to determine the essential problems and develop solutions based on the students perception of online exams which became compulsorily transitioned during the pandemic process. The custom-made survey was conducted on 165 students to have an insight on their approach to e-learning and online exam. Descriptive statistics method is used to describe the features of the data in the study. © 2021Article Citation - WoS: 1How Attitudes Towards E-Learning Affected the Academic Achievement During the Covid-19 Pandemic: an Example of a Nursing Skills Teaching(Anadolu Univ, 2023) Gurlek Kisacik, Oznur; Sonmez, Munevver; Ozdas, AzizeIt is known that the students' attitudes toward e-learning are an important factor in achieving the targeted learning achievement. The aim of the study was to determine the relationship between attitudes toward e-learning and the academic achievements. This cross-sectional and correlational study was conducted with a total of 135 first-year nursing students. Data were collected via Student Information Form, General Attitudes toward E-Learning Scale, Vital Signs Skills Laboratory Practice Assessment Videos. Two-Way ANOVA, Pearson correlation analysis, multiple linear regression analysis were used to analyze the data. The total mean score of the first-year NSs' general attitude scale toward e-learning was found to be 52.58 +/- 15.93. A statistically negative correlation was found between the "avoidance of e-learning" factor and the NSs' vital signs skills general achievement scores (r= -0.185; p= .035). Gender (beta 1= 5.399, p= 0.001), receiving adequate counseling and help on using the e-learning platform (beta 1= 4.895, p= 0.022) and avoidance of e-learning (beta 1= -0.222 p= 0.046) explained 20.9% of the variance in vital signs overall achievement score. The results showed that negative attitudes and negative satisfaction with e-learning may lead to a decrease in e-learning academic achievement.
