MIT-World Peace University (MIT-WPU) is a top educational institute located in Pune, India. It is recognized within&nbsp;UGC under Government of Maharashtra Act No. XXXV 2017.&nbsp;

It is part of the MIT group of institutions (established in 1983) which covers 10+ campuses across India and has more than 50,000+ students enrolled across various disciplines at a given point of time. The institute houses 15 schools ranging from Engineering &amp; Technology, Design, Pharmacy, Commerce, Governance among others. It offers undergraduate, postgraduate and PhD programs among different disciplines.&nbsp;

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MIT World Peace University

Integrating technology in education can be advantageous for universities and help engage better results for students. An understanding of students' perceptions will help identify obstacles and promote online tests at universities, it is, therefore, important to understand from students about their perspective for the online test and paper-based test. To achieve this goal, a 22-item questionnaire was prepared to understand and study the perception of online and paper-based test for university students and was administered to 476 students (379 were male, 96 were female, and 1 were other). The set of research questions comprises – demographic information, students' perception for the paper-based test, and students’ perception for the online test were analyzed through statistical measures like one-way ANOVA, and t-Test with p-value. After careful analysis through various responses across various dimensions, the results of the study indicated that the difference between the perception of students on the paper-based test and the online test is statistically significant. Overall, students' perception of the online test was positive with the mean trend of 3.42. In India, the online test doesn't have a positive approach, universities refrain from online test and continue to make a traditional approach which does not achieve the targeted result. The major concerns highlighted were the technological incompetence of students and teachers alongside distrust in the technology infrastructure. Using our study, universities can identify obstacles, and prepare an appropriate result-driven plan of action for implementing the online test and make easy migration from paper-based test to online test. ©2021 IEEE

World University root node

School of Civil Engineering

Engineering and Technology

Proceedings - International Conference on Communication, Information and Computing Technology, ICCICT 2021

Perception of Students in Online Test in Engineering: Case of NMIMS University

The paper aims at implementing new pedagogy and assessment practices from rigorous literature survey perusing quality papers and articles. The appropriate pedagogy and relevant assessment always go hand in hand. One cannot achieve effective teaching by compromising the other component. In engineering, pedagogy and assessment play extremely important roles. In recent years, engineering education has lost track of the big picture of what the curriculum has to be. In Computer Science Engineering, the course contents often change according to the demands for new technology in the market. Adhering to this fact, the courses must be designed either practical-based or case study based. Rote teaching-learning methods are not as effective as far as the curriculum design in the computing field is concerned. Cyber Security is one such course where students are expected to learn how to create a protective environment for computing and computing resources. The course must be designed in such a way that, students must learn how to identify the vulnerabilities in computing resources and methodologies to mitigate them. This course aims such that students must learn some popular attacks which help them to identify what are the possible ways from where the attacks could happen. The paper makes use of strategic assessment tools for the Cyber Security course (Taught to post-graduation students) and discusses outcomes through course outcome attainment analysis as per the threshold value of attainment set by the Computer Engineering Department to adhere to the accreditation standards. Through course attainment analysis it is observed that, Viva voce assessment tool is not suitable for evaluation of the course as it does not impose the technical details and working of Cyber Security concepts. The overall attainment was 55.55% which is 15% less than the threshold set by Computer Engineering Department. © 2021 MECS.