Student Perceptions of Online Examinations as an Emergency Measure during Covid-19

Authors

DOI:

https://doi.org/10.56059/jl4d.v10i2.672

Keywords:

online examinations, digital divide, COVID-19, open distance learning, student perceptions

Abstract

This article explores student perceptions of writing online examinations for the first time during the Covid-19 pandemic. Prior to the pandemic, examinations at an open and distance learning institution in South Africa were conducted as venue-based examinations. From March 2020, all examinations were moved online. Online examinations were introduced as an emergency measure to adhere to safety and health protocols. Although students in developed countries have indicated benefits to online examinations, less is known about students living in the Global South when it comes to writing examinations online. Not enough is known about the benefits and challenges of online examinations since they were implemented as an emergency measure. We aimed at  exploring student perceptions of writing online examinations for the first time, improve examination processes by including student views. Through an analysis of 336 written responses to an open-ended question posed at the end of an online survey, we established that digital access, duration of the examination, and the examination system interface affected students’ success in online examinations. Based on the findings, we recommend that students need to be given tools and data to participate in online examinations. Furthermore, students should be granted ample opportunity to practise writing online examinations while receiving the necessary support.

Author Biographies

Piera Biccard, University of South Africa

Piera Biccard holds a PhD in curriculum studies and is a lecturer in the Department of Curriculum and Instructional Studies, UNISA. She lectures honours students and publishes in the field of mathematics education and the development of mathematics teachers. She holds an NRF rating in this field. She has also authored publications in the field of Open Distance Education—a subject that has captured her interest and expertise in recent times. Email: biccap@unisa.ac.za

Patience Kelebogile Mudau, University of South Africa

Patience Kelebogile Mudau, Ph.D., is an Associate Professor in the Department of Curriculum and Instructional Studies, College of Education, UNISA. She currently teaches two modules of the MEd in Open Distance learning (ODL); Curriculum Development in ODL and Management in ODL. She is involved in the coordination of the Online Teaching and Learning Certificate of Advanced Studies (CAS), emanating from the Memorandum of Agreement between UNISA and Oldenburg universities. Her research interests are Open Distance e-Learning, Open Education Practices and Technology enhanced learning.  Email: mudaupk@unisa.ac.za

Geesje van den Berg, University of South Africa

Geesje van den Berg is a full Professor in the Department of Curriculum and Instructional Studies, UNISA and a Commonwealth of Learning Chair in open distance learning (ODL) for Teacher Education. Her research focuses on student interaction, academic capacity building, openness in education, and teachers’ use of technology in ODL. She has published widely as a sole author and co-author with colleagues and students in curriculum studies and ODL. She leads a collaborative academic capacity-building project for UNISA academics in ODL between Carl von Ossietzky University of Oldenburg in Germany and UNISA. She is the programme manager of the structured Master’s in Education (ODL) programme and teaches two modules. Numerous master's and doctoral students have completed their studies under her supervision. Email: vdberg@unisa.ac.za

 

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Published

2023-07-18

How to Cite

Biccard, P., Mudau, P. K., & van den Berg, G. (2023). Student Perceptions of Online Examinations as an Emergency Measure during Covid-19. Journal of Learning for Development, 10(2), 222–235. https://doi.org/10.56059/jl4d.v10i2.672

Issue

Vol. 10 No. 2 (2023): ISSUE 2

Section

Research Articles

License

Copyright (c) 2023 Piera Biccard, Patience Kelebogile Mudau, Geesje van den Berg

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Received 2022-04-12
Accepted 2023-06-22
Published 2023-07-18