HSI High School Online Introduction Home Study International (HSI) launched an Internet on-line high school curriculum in September 2000. Field-tested in 24 public school systems over a two-year period, the curriculum covers more than 20 high school subjects that reflect...

The Interactive Advertising Bureau and PwC released their third annual study of advertising revenue in podcasting last week. Although the studys headline is yet another year of steep growth, the numbers show that growth has peaked and is slowing down. The numbers show that podcasting will need to find other sources of revenue if its commercial viability is ever going to be proportional to its growing listenership.

The study indicates that podcast advertising brought in $479 million in 2018 and estimates that it will scrape past $1 billion by 2021. Last year's revenue is a 53% increase over 2017, but growth is expected to slow down to about 20% in a couple of years.

These numbers are much lower than those from other forms of ad-supported online audio content. PwC's Global Entertainment and Media Outlook last year estimated $1.65 billion in ad revenue for internet streams of AM/FM radio stations in 2018, growing to $2.2 billion by 2021.

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Offers study guides of all leading certifications includes MCSE, MCSD, MCSA, Oracle 8i, Oracle 9i, CCNA, CCNP and A+.

[spotlight] In June, we heard what could be this year's biggest HIV breakthrough: a twice-yearly injection can prevent HIV infection. Findings from a second large study of the jab has now confirmed that it works. Elri Voigt goes over the new findings and unpacks the licenses that are expected to facilitate the availability of generic versions of the jab in over a hundred countries, including South Africa.

[This Day] Abuja -- The federal government yesterday formally announced the commencement of the HIV Vaccine Innovation, Science, and Technology Acceleration in Africa (HIV-VISTA) project in Nigeria.

What time do you usually eat your dinner? Here's what this Harvard study reveals about the best time for dinner.

Learn more about GA4 engagement rate, industry benchmarks to compare your performance against, and our tips to optimize this metric.

The post Study: Average GA4 Engagement Rates by Industry appeared first on Portent.

Frederica examines the salient Nativity scripture.

Today Fr. Tom talks about the study and communication of the Fathers of the Church according to Archimandrite Vasileios, retired Abbot of the Iviron Monastery on Mt. Athos.

On the 15th of January 2008 the domain name Groupon.com went live for the first time. 2008 was also the year that IndieGogo became one of the first ‘crowdfunding’ websites. A year later, the biggest rivals of each would launch in the form of Living Social and Kickstarter. At the start of 2012 Uber – […]

The post How to Steal the Next Billion Dollar Website Idea: A Case Study appeared first on ViperChill.

In this episode AFR blogger and podcaster Fr. Stephen De Young talks with Fr. Anthony about parish Bible study, why it is so fun and awesome, why some priests and parishioners are hesitant about it, and ways to draw people in and make the effort sustainable. Fr. Stephen posts his parish Bible study notes here and the recordings here; Fr. Anthony posts his notes here and the recordings here. Enjoy the show!

St. Paul's first epistle to Timothy is full of pastoral and vocational wisdom. This is awesome. Even more awesome? Getting St. John Chrysostom's teaching on it! The version read is from The Homilies of St. John Chrysostom, Archbishop of Constantinople, on the Epistles of St. Paul the Apostles to Timothy, Titus, and Philemon (The Oxford Translation, Edited, with Additional Notes, by Rev. Philip Schaff, D.D., LLD.).

St. Paul's first epistle to Timothy is full of pastoral and vocational wisdom. This is awesome. Even more awesome? Getting St. John Chrysostom's teaching on it! The version read is from The Homilies of St. John Chrysostom, Archbishop of Constantinople, on the Epistles of St. Paul the Apostles to Timothy, Titus, and Philemon (The Oxford Translation, Edited, with Additional Notes, by Rev. Philip Schaff, D.D., LLD.). Poor pronunciations are all Fr. Anthony, though! This chapter has some difficult teachings about the role of women in the Church (to include exegesis on the Fall). Enjoy the show!

Fr. John shares the story of Jesus meeting the Samaritan woman, her response, and our response in light of recent statistics about faith and culture.

Fr. Deacon Emmanuel Kahn says that throughout the world today, in the midst of the contemporary emphasis upon being entertained, to seek the presence of God is an unusual goal but one, nevertheless, that we must pursue.

John Maddex talks with Fr. Peter Gillquist and gets an update on the release of the complete Orthodox Study Bible scheduled for mid-February 2008.

Rounding out my landing page coverage, I'd like to share some insights from a page in the wild that does a nice job incorporating the principles we've been discussing here. Stu Green, the creator, was kind enough to answer a...

About 200 patients will be recruited to for the two-year trial which uses lateral flow tests.

The development and rising popularity of AI is not only impacting the tech we use, but also the career paths the next generation are taking. A recent study by laptop and tech […]

The post AI university course uptake increased by 453% over 5 years, claims study appeared first on Tech Digest.

This is the last part of a series on training for legal translators. See the first post here. To put yourself on the path to becoming a good legal translator, you need to make one big study commitment. A big study commitment is anything that takes at least a year, challenges you, and costs a lot of […]

Small and Medium Enterprises (SMEs) face new challenges in the global market as customers require more complete and flexible solutions and continue to drastically reduce the number of suppliers. SMEs are trying to address these challenges through cooperation within collaborative enterprise networks (CENs). Human aspects constitute a fundamental issue in these networks as people, as opposed to organizations or Information Technology (IT) systems, cooperate. Since there is a lack of empirical studies on the role of human factors in IT-supported collaborative enterprise networks, this paper addresses the major human aspects encountered in this type of organization. These human aspects include trust issues, knowledge and know-how sharing, coordination and planning activities, and communication and mutual understanding, as well as their influence on the business processes of CENs supported by IT tools. This paper empirically proves that these aspects constitute key factors for the success or the failure of CENs. Two case studies performed on two different CENs in Switzerland are presented and the roles of human factors are identified with respect to the IT support systems. Results show that specific human factors, namely trust and communication and mutual understanding have to be well addressed in order to design and develop adequate software solutions for CENs.

Siemens is well known for ambitious efforts in knowledge management, providing a series of innovative tools and applications within the intranet. References@BT is such a web-based application with currently more than 7,300 registered users from more than 70 countries. Its goal is to support the sharing of knowledge, experiences and best-practices globally within the Building Technologies division. Launched in 2005, References@BT features structured knowledge references, discussion forums, and a basic social networking service. In response to use demand, a new microblogging service, tightly integrated into References@BT, was implemented in March 2009. More than 500 authors have created around 2,600 microblog postings since then. Following a brief introduction into the community platform References@BT, we comprehensively describe the motivation, experiences and advantages for an organization in providing internal microblogging services. We provide detailed microblog usage statistics, analyzing the top ten users regarding postings and followers as well as the top ten topics. In doing so, we aim to shed light on microblogging usage and adoption within a globally distributed organization.

The paper explores the application of Web 2.0 technologies to support product development efforts in a global, virtual and cross-functional setting. It analyses the dichotomy between the prevailing hierarchical structure of CAD/PLM/PDM systems and the principles of the Social Web under the light of the emerging product development trends. Further it introduces the concept of Engineering 2.0, intended as a more bottom up and lightweight knowledge sharing approach to support early stage design decisions within virtual and cross-functional product development teams. The lessons learned collected from a cross-company study highlight how to further developblogs, wikis, forums and tags for the benefit of new product development teams, highlighting opportunities, challenges and no-go areas.

Semantic-based technologies have been steadily increasing their relevance in recent years in both the research world and business world. Considering this, the present article discusses the process of design and implementation of a competency management system in information and communication technologies domain utilizing the latest Semantic Web tools and technologies including D2RQ server, TopBraid Composer, OWL 2, SPARQL, SPARQL Rules and common human resources related public vocabularies. In particular, the paper discusses the process of building individual and enterprise competence models in a form of ontology database, as well as different ways of meaningful search and retrieval of expertise data on the Semantic Web. The ontological knowledge base aims at storing the extracted and integrated competences from structured, as well as unstructured sources. By using the illustrative case study of deployment of such a system in the Human Resources sector at the Mihajlo Pupin Institute, this paper shows an example of new approaches to data integration and information management. The proposed approach extends the functionalities of existing enterprise information systems and offers possibilities for development of future Internet services. This allows organizations to express their core competences and talents in a standardized, machine processable and understandable format, and hence, facilitates their integration in the European Research Area and beyond.

The operation of supply chain finance faces various risks, therefore, studying the operational risks of supply chain finance and corresponding preventive measures is of great significance. Firstly, classify the types of operational risks in supply chain finance. Secondly, based on the risk classification results, the decision tree method is used to evaluate the operational risks of supply chain finance. Finally, based on the risk assessment results, targeted risk prevention measures for supply chain finance operations are proposed, such as strengthening supplier management, optimising logistics and warehouse management, risk analysis and monitoring, and strengthening information security and data protection. The case analysis results show that the accuracy of the evaluation results of this method is higher, and the risk coefficient has been significantly reduced after applying this method, indicating that it can effectively reduce supply chain risk.

Emergency disaster management presents substantial risks and obstacles to shield tunnel building projects, particularly in the event of water leakage accidents. Contemporary water leak detection is critical for guaranteeing safety by reducing the likelihood of disasters and the severity of any resulting damages. However, it can be difficult. Deep learning models can analyse images taken inside the tunnel to look for signs of water damage. This study introduces a unique strategy that employs deep learning techniques, generative adversarial networks (GAN) with long short-term memory (LSTM) for water leakage detection i shield tunnel construction (WLD-STC) to conduct classification and prediction tasks on the massive image dataset. The results demonstrate that for identifying and analysing water leakage episodes during shield tunnel construction, the WLD-STC strategy using LSTM-based GAN networks outperformed other methods, particularly on huge data.

This paper examines the growing aspect of perceive organisational politics (POPs) in organisations by understanding their employee engagement with mediating effect of emotional intelligence. This study is cross-sectional, wherein a survey is conducted on executives of different sectors holding strategic positions. The purposive sampling technique is applied to find the 117 most suitable executives for this survey. The survey is self-administered, and a questionnaire is used as an instrument with 43 measurement scale items adopted from previous similar studies. Construct's reliability and validity followed by PLS-SEM is performed using JASP statistical application. The result revealed that the dimensionality support and validation of POP based on a new set of measures centred on generalised beliefs of the application and abuse of power, infrastructure, credibility, choice making, and line-of-sight. In line with previous findings, the current findings also showed that POP works as a barrier to individual behavioural demand and can negatively affect work efficiency. Existence of perceive organisational politics due to the normative belief of the situation happing in the organisation, disengagement of employees, and also evaluates new empirical insight into the organisation by mediating emotional intelligence.

This article explores dual affiliated graduate students that conduct research involving both universities and firms, which we conceptualise as a form of academic engagement, e.g., knowledge networks. We explore what they do during their studies, and their perceptions about their contributions to the firm's capacities for technology and innovation. So far, university-industry interactions in engineering are less researched than other fields, and this qualitative study focuses upon one department of Electrical Engineering in Sweden. First, we define and describe how the partner firms and universities organise this research collaboration as a form of academic engagement. Secondly, we propose a conceptual framework specifying how graduate students act as boundary-spanners between universities and firms. This framework is used for the empirical analysis, when exploring their perceptions of impact. Our results reveal that they primarily engage in problem-solving activities in technology, which augment particularly the early stages of absorptive capacities in firms.

New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decisions made in its development. These decisions, when paired with the theoretical framework, suggest five principles – meaningful, engaging, measurable, accessible, and scalable – may be applicable to future MOOC development projects.

The nexus between paid work and study is important. Developing opportunities to facilitate this link is a key part of good course design especially in postgraduate programs. Strong communities of practice can also assist with improving links between research and practice. The online study environment affords some challenges to achieving these goals. The current study proposes that offering formalised interaction points— synchronous or asynchronous— during online study, is critical to facilitating the link between work and study. Twenty-five graduates of a postgraduate program were interviewed to explore their experiences of an online program of study. Three key themes emerged and are described in this paper: engaging with study, building a new framework for my practice, and implementing changes to my practice. Online learning programs need to embed opportunities for interaction that are meaningful and allow for development of ideas and discussion, aiming to take learning beyond the program of study.

Immigrant students face a multitude of problems, among which are poor social adaptation and school integration. On the other hand, although digital narrations are widely used in education, they are rarely used for aiding students or for the resolution of complex problems. This study exploits the potential of digital narrations towards this end, by examining how the development and presentation of an autobiographical digital narration can assist immigrant students in overcoming their adaptation difficulties. For that matter, a female student presenting substantial problems was selected as the study’s subject. Data was collected from all the participating parties (subject, teacher, classmates) using a variety of tools, before, during, and after the intervention. It was found that through the digital narration she was able to externalize her thoughts and feelings and this, in turn, helped her in achieving a smoother integration in the school environment. In addition, the attitudes and perceptions of the other students for their foreign classmate were positively influenced. The intervention was short in duration and it did not require special settings. Hence, it can be easily applied and educators can consider using similar interventions. On the other hand, further research is recommended to establish the generalizability of the study’s findings.

Aim/Purpose: To identify positive and negative aspects for learning of interactive tablet technology learning activities that promote student engagement and learning. Background: Engaging students in mathematics classes is an on-going challenge for teachers. In 2008 we were offered the opportunity to run interactive activities with a class set of tablet PCs that had just been released on to the market. Since then, we have run these interactive activities continuously with mathematics classes for computing students, albeit with two changes in hardware. Methodology: In the interactive activities, students submit full worked solutions to various problem types (classified as table, text, open or multi-choice) which can then be displayed to the class anonymously, discussed and annotated by the teacher. We surveyed student and staff perceptions and monitored academic performance. Contribution: We have over 10 years of results, observations, and experience from 2008, when tablet technologies were new and expensive, to the current time, when modern tablets with styli are now affordable. Findings: There was a significant increase in higher grades although pass rates did not increase significantly. Over the ten year period of the study, perceptions of students and staff about how this technology impacted on student learning were consistently positive. The majority of students found all problem types useful for learning even those they rated “too hard” or “too easy”. Benefits included increased feedback, peer learning and engagement. Recommendations for Practitioners: We recommend using tablet learning activities to engage students and teachers and to contribute to learning. Impact on Society: This study shows how using tablet technologies for interactive classroom activities can enable and enhance known pedagogies of feedback, peer instruction, and student engagement for mathematics classes. Future Research: We recommend extending this study to include larger classes, and other technical subjects that use symbols and diagrams. In addition, we suggest considering control groups.

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

Aim/Purpose: The current study was conducted to investigate the students’ perceived satisfaction with the use of a semantic-based online laboratory, which provides students with a search mechanism for laboratory resources, such as instruments and devices. Background: The increasing popularity of using online teaching labs, as an important element of experiential learning in STEM education, is because they represent a collection of integrated tools that allow students and teachers to interact and work collaboratively, whereas they provide an enriched learning content delivery mechanism. Moreover, several research studies have proposed various approaches for online teaching laboratories. However, there are hardly any studies that examine the student satisfaction provided by online laboratories based on students’ experiential learning. Methodology: To measure the effectiveness of the laboratory, we performed a case study in a Computer Fundamentals online course in which undergraduate students were able to manage devices and instruments remotely. Participants were a sample of 50 third semester students of Bachelor’s degree in Information Technology Administration who were divided in experimental and control groups (online laboratory vs. traditional manner). Given a laboratory assignment, students were able to carry out the management of devices and instruments through a LabView virtual environment and web services. The data of the experiment were collected through two questionnaires from both groups. The first is a system usability score (SUS) questionnaire concerning lab usability and the second one students’ cognitive load. Contribution: The results of the study showed a high correlation between usability and cognitive load-satisfaction of students who used the online teaching laboratory compared to the students who did not use it. Findings: On the one hand, the online laboratory provided students with an easy way to share and deploy instruments and devices, thus enhancing system usability. On the other hand, it offered important facilities which enabled students to customize the search for instruments and devices, which certainly had a positive impact on the relationship between cognitive load and satisfaction. Recommendations for Practitioners: In this work we propose an intuitive laboratory interface as well as easiness to use but challenging and capable of providing similar experiences to the traditional laboratory. Recommendation for Researchers: This study is one of the first to analyze the cognitive load-satisfaction relationship and compare it with usability scores. Impact on Society: Our analyses make an important contribution to the literature by suggesting a correlation analysis comparing the results of experimental and control groups that participated in this research work, in terms of usability and cognitive load-satisfaction. Future Research: Future work will also investigate other methodological aspects of instructional design with the aim to improve personalized learning and reinforce collaborative experiences, as well as to deal with problems related to laboratory access, such as authentication, scheduling, and interoperability.

Aim/Purpose: This study reports the outcome of how a first pilot semester introductory programming course was designed to provide tangible evidence in support of the concept of Student Ownership of Learning (SOL) and how the outcomes of this programming course facilitate effective student learning. Background: Many instructors want to create or redesign their courses to strengthen the relationship between teaching and learning; however, the researchers of this study believe that the concept of Student Ownership of Learning (SOL) connects to student engagement and achievement in the classroom setting. The researchers redesigned the introductory programming course to include valuable teaching methods to increase Student Ownership of Learning and constructive approaches such as making students design an authentic mobile app project as individuals, partners, or within teams. The high quality of students’ projects positioned them as consultants to the university IT department. Methodology: This paper employs a case study design to construct a qualitative research method as it relates to the phenomenon of the study’s goals and lived experiences of students in the redesigned introductory programming course. The redesigned course was marketed to students as a new course with detailed description and elements that were different from the traditional computer science introductory programming course requirement. The redesigned introductory programming course was offered in two sections: one section with 14 registered students and the other section with 15 registered students. One faculty member instructed both sections of the course. A total of 29 students signed up for the newly redesigned introductory programming course, more than in previous semesters, but two students dropped out within the first two weeks of the redesigned course making a total of 27 students. The redesigned coursework was divided into two parts of the semester. The first part of the semester detailed description and elements of the coursework including a redesigned approach with preparation for class, a quiz, and doing homework in class, which gives students control of decisions whenever possible; and working with each other, either with a partner or in a team. The second part of the semester focuses on students designing a non-trivial working mobile app and presenting their developing mobile app at a significant public competition at the end of the semester. Students developed significantly complex mobile apps and incorporated more complex functionality in their apps. Both Management Information System (MIS) major students and Computer Science major students were in the same course despite the fact that MIS students had never taken a programming course before; however, the Computer Science students had taken at least one course of programming. Contribution: This study provides a practical guide for faculty members in Information Technology programs and other faculty members in non-Computer Science programs to create or redesign an introductory course that increases student engagement and achievement in the classroom based on the concept of Student Ownership of Learning (SOL). This study also deepens the discussion in curriculum and instruction on the value to explore issues that departments or programs should consider when establishing coursework or academic programs. Findings: This study found two goals evidently in support to increase Student Ownership of Learning (SOL). The first goal (Increase their ownership of learning SOL) showed that students found value in the course contents and took control of their learning; therefore, the faculty no longer had to point out how important different programming concepts were. The students recognized their own learning gap and were excited when shown a programming concept that addressed the gap. For example, student comments were met with “boy, we can really use this in our app” instead of comments about how complex they were. The coursework produced a desired outcome for students as they would get the knowledge needed to make the best app that they could. The second goal (Develop a positive attitude toward the course) showed positive results as students developed a more positive attitude towards the course. Student actions in the classroom strongly reflected a positive attitude. Attendance was almost 100% during the semester even though no points for attendance were given. Further evidence of Student Ownership of Learning and self-identity was students’ extensive use of the terminology and concept of the course when talking to others, especially during the public competition. Students were also incorporating their learning into their identities. For example, teams became known by their app such as the Game team, the Recipe team, and the Parking team. One team even made team t-shirts. Another exciting reflection of the Student Ownership of Learning which occurred was the learning students did by themselves. Recommendations for Practitioners: Practitioners can share best practices with faculty in different departments, programs, universities, and educational consultants to cultivate the best solution for Student Ownership of Learning based on student engagement and achievement in the classroom setting. Recommendation for Researchers: Researchers can explore different perspectives with scholars and practitioners in various disciplinary fields of study to create or redesign courses and programs to reflect Student Ownership of Learning (SOL). Impact on Society: Student Ownership of Learning is relevant for faculty and universities to incorporate in the creation or redesigning of coursework in academic programs. Readers can gain an understanding that student engagement and achievement are two important drivers of Student Ownership of Learning (SOL) in the classroom setting. Future Research: Practitioners and researchers could follow-up in the future with a study to provide more understanding and updated research information from different research samples and hypotheses on Student Ownership of Learning (SOL).

Aim/Purpose: The aim of this study is to understand student’s opinions and perceptions about e-assessment when the assessment process was changed from the traditional computer assisted method to a multiple-choice Moodle based method. Background: In order to implement continuous assessment to a large number of students, several shifts are necessary, which implies as many different tests as the number of shifts required. Consequently, it is difficult to ensure homogeneity through the different tests and a huge amount of grading time is needed. These problems related to the traditional assessment based on computer assisted tests, lead to a re-design of the assessment resulting in the use of multiple-choice Moodle tests. Methodology: A longitudinal, concurrent, mixed method study was implemented over a five-year period. A survey was developed and carried out by 815 undergraduate students who experienced the electronic multiple-choice questions (eMCQ) assessment in the courses of the IS department. Qualitative analyses included open-ended survey responses and interviews with repeating students in the first year. Contribution: This study provides a reflection tool on how to incorporate frequent moments of assessment in courses with a high number of students without overloading teachers with a huge workload. The research analysed the efficiency of assessing non-theoretical topics using eMCQ, while ensuring the homogeneity of assessment tests, which needs to be complemented with other assessment methods in order to assure that students develop and acquire the expected skills and competencies. Findings: The students involved in the study appreciate the online multiple-choice quiz assessment method and perceive it as fair but have a contradictory opinion regarding the preference of the assessment method, throughout the years. These changes in perception may be related to the improvement of the question bank and categorisation of questions according to difficulty level, which lead to the nullification of the ‘luck factor’. Other major findings are that although the online multiple-choice quizzes are used with success in the assessment of theoretical topics, the same is not in evidence regarding practical topics. Therefore, this assessment needs to be complemented with other methods in order to achieve the expected learning outcomes. Recommendations for Practitioners: In order to be able to evaluate the same expected learning outcomes in practical topics, particularly in technology and information systems subjects, the evaluator should complement the online multiple-choice quiz assessment with other approaches, such as a PBL method, homework assignments, and/or other tasks performed during the semester. Recommendation for Researchers: This study explores e-assessment with online multiple-choice quizzes in higher education. It provides a survey that can be applied in other institutions that are also using online multiple-choice quizzes to assess non-theorical topics. In order to better understand the students’ opinions on the development of skills and competencies with online multiple-choice quizzes and on the other hand with classical computer assisted assessment, it would be necessary to add questions concerning these aspects. It would then be interesting to compare the findings of this study with the results from other institutions. Impact on Society: The increasing number of students in higher education has led to a raised use of e-assessment activities, since it can provide a fast and efficient manner to assess a high number of students. Therefore, this research provides meaningful insight of the stakeholders’ perceptions of online multiple-choice quizzes about practical topics. Future Research: An interesting study, in the future, would be to obtain the opinions of a particular set of students on two tests, one of the tests using online multiple-choice quizzes and the other through a classical computer assisted assessment method. A natural extension of the present study is a comparative analysis regarding the grades obtained by students who performed one or another type of assessment (online multiple-choice quizzes vs. classical computer assisted assessment).