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Research trends in the implementation of eModeration Systems: A Systematic Literature Review

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dc.contributor.author Rajamany, Vanitha
dc.contributor.author Van Biljon, Judy
dc.contributor.author van Staden, Corne Johandia
dc.date.accessioned 2022-05-11T10:19:10Z
dc.date.available 2022-05-11T10:19:10Z
dc.date.issued 2021
dc.identifier.issn 2367-3370
dc.identifier.uri https://hdl.handle.net/10500/28846
dc.description.abstract The 2020 COVID-19 health pandemic has accelerated the trend towards digitizing education. Increased digitization necessitates a robust and regulatory framework for monitoring standards in a knowledge society, which requires adaptivity to the continuous changes in the quality assurance processes (moderation). This provides the rationale for an investigation into the literature trends in eModeration processes. This study draws on a systematic literature review as methodology to examine the extant literature on trends in eModeration research including the purpose of the research, methodologies and limitations regarding existing eModeration systems. The findings reveal that there is little, if any, empirical evidence of systems dedicated to online moderation of assessments specifically within the secondary school sector and that eModeration is mainly an emergent phenomenon with numerous adoption challenges, especially in resource constrained contexts. en
dc.language.iso en en
dc.publisher Springer en
dc.subject eModeration, eAssessment, quality assurance, e-submission, e-marking en
dc.title Research trends in the implementation of eModeration Systems: A Systematic Literature Review en
dc.type Article en


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