Abstract
Paper-based examinations are gradually being replaced as a reasonable number of Eswatini Higher Education Institutions (HEIs) have adopted online examinations. As a new phenomenon, the perspectives of both academic staff and learners had to be assessed. Hence, this study sought to assess the use of online examinations in the Kingdom of Eswatini HEIs. The research was qualitative in nature utilizing the Participatory Action Learning and Action Research (PALAR) design to unravel the impact of the pedagogical innovation as well as factors such as security and practicality to effect best action in the advancement of HEI in the country. Similarly, the Cultural Historical Activity Theory (CHAT) gave insight to the study. For comprehensive data collection, 15 learners and 10 academic staff from from HEIs who use e-exams were purposively selected and interviewed. Generated data were analysed thematically; data were transcribed, coded, and categorised to come up with major patterns and perceptions as themes. Major findings revealed that online exams were easy to administer and mark, secured, flexible, promotes lifelong learning, and reduce risk associated with student travel. However, online examinations promoted malpractice among students. Other challenges on the administration of online examinations include: students and lecturers lack technological skills and poor internet connectivity. The results suggest training of lecturers and students on the use of online examinations, and investing in powerful technologies to support online examinations. With the emerging adoption of digital technology in the HEIs, it is necessary for policymakers to address academic misconduct by drafting relevant policies and procedures.
Keywords: online examination, pedagogy, PALAR, higher education institution
References
Al Rawashdeh, A. Z., Mohammed, E. Y., Al Arab, A. R., Alara, M. & Al-Rawashdeh, B. (2021). Advantages and disadvantages of using e-elearning in university education: Analyzing students’ perspectives. The Electronic Journal of e-Learning, 19(2), 107-117.
Ali, L., & al Dmour, N. A. H. H. (2021). The shift to online assessment due to covid-19: An empirical study of university students, behaviour and performance, in the region of UAE. International Journal of Information and Education Technology, 11(5), 220–228. https://doi.org/10.18178/ijiet.2021.11.5.1515
Alsalhi, N. R., Qusef, A. D., Al-Qatawneh, S. S., & Eltahir, M. E. (2022). Students’ perspective on online assessment during the covid-19 pandemic in higher education institutions. Information Sciences Letters an International Journal, 11(1), 37-46. http://dx.doi.org/10.18576/isl/110106
Awad Ahmed, F. R., Ahmed, T. E., Saeed, R. A., Alhumyani, H., Abdel-Khalek, S., & Abu-Zinadah, H. (2021). Analysis and challenges of robust E-exams performance under COVID-19. Results in physics, 23, 103987. https://doi.org/10.1016/j.rinp.2021.103987
Babbar, M., & Gupta, T. (2022). Response of educational institutions to COVID-19 pandemic: An inter-country comparison. Policy Futures in Education, 20(4), 469-491. https://doi.org/10.1177/14782103211021937
Bashir, A., Bashir, S., Rana, K., Lambert, P. & Vernallis, A. (2021). Post-COVID-19 adaptations; the shifts towards online learning, hybrid course delivery and the implications for biosciences courses in the higher education setting. Front. Educ. 6, 711619. https://doi.org/10.3389/feduc.2021.711619
Bashitialshaaer, R., Alhendawi, M., & Avery, H. (2021). Obstacles to applying electronic exams amidst the covid-19 pandemic: an exploratory study in the Palestinian Universities in Gaza. Information. 12(6):256. https://doi.org/10.3390/info12060256
Bhebhe, S & Maphosa, C. (2020). An exploration of online assessment in institutions of higher learning. In L. Naumovska (Ed), The impact of Covid-19 on the international education system (172-183). https://doi.org/10.51432/978-1-8381524-0-6_13
Boitshwarelo, B., Reedy, A.K. & Billany, T. (2017). Envisioning the use of online tests in assessing twenty-first century learning: a literature review. Research and Practice in Technology Enhanced Learning. 12(16). https://doi.org/10.1186/s41039-017-0055-7
Butler-Henderson, K. & Crawford, J. (2020). A systematic review of online examinations: A pedagogical innovation for scalable authentication and integrity. Computers & Education, 159, 104024. https://doi.org/10.1016/j.compedu.2020.104024
Cai, Y. (2022). A study on the implementation of online assessments in college English teaching. SHS Web of Conferences, 140, 01006. https://doi.org/10.1051/shsconf/202214001006
Cheung, C.K. (2020). Evaluation of academic integrity of online open book assessments implemented in an undergraduate medical radiation science course during covid-19 pandemic. J Med Imaging Radiat Sci, 51(4). https://doi.org/10.1016/j.jmir.2020.09.009
Coman, C., Țîru, L.G., Meseșan-Schmitz, L., Stanciu, C. & Bularca, M.C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12, 10367. https://doi.org/10.3390/su122410367
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Eltahir M.E., Alsalhi, N.R. & Al-Qatawneh, S.S. (2022). Implementation of E-exams during the COVID-19 pandemic: A quantitative study in higher education. PLoS ONE, 17(5), e0266940. https://doi.org/10.1371/journal.pone.0266940
Foot, K.A. (2014). Cultural historical activity theory: Exploring a theory to inform practice and research. Journal of human behaviour in the social environment, 24(3), 329-347. https://doi.org/10.1080/10911359.2013.831011
French, S., Dickerson, A. & Mulder, R.A. (2023). A review of the benefits and drawbacks of high-stakes final examinations in higher education. High Educ. https://doi.org/10.1007/s10734-023-01148-z
Garga, M. & Goel, A. (2022). A systematic literature review on online assessment security: Current challenges and integrity strategies. Computers & Security, 113. https://doi.org/10.1016/j.cose.2021.102544
Gul, S., Ullah, I., Aslam, S. & Eldin, S.M. (2022). Challenges of online learning in developing country under the impact of the pandemic situation: A case study of Pakistan. International Journal of Research and Review, 9(12), 443-456.
Gupta, T., Shree A., Chanda P., Banerjee, A. (2023). Online assessment techniques adopted by the university teachers amidst COVID-19 pandemic: A case study. Social Sciences & Humanities Open, 8. https://doi.org/10.1016/j.ssaho.2023.100579
Howe, E.L. (2020). Perceptions of e-assessment by students and lecturers. International Journal of Education and Research, 8(4).
Itani, M., Itani, M., Kaddoura, S. & Al Husseiny, F. (2022). The impact of the Covid-19 pandemic on on-line examination: challenges and opportunities. Global Journal of Engineering Education, 24(2), 105-120.
Khan, M.A., Vivek, V., Khojah, M., Nabi, M.K., Paul, M. & Minhaj, S.M. (2021). Learners’ perspective towards e-exams during COVID-19 outbreak: Evidence from higher educational institutions of India and Saudi Arabia. Int. J. Environ. Res. Public Health 2021, 18, 6534. https://doi.org/10.3390/ijerph18126534
Khan, S., & Khan, R.A. (2019). Online assessments: Exploring perspectives of university students. Educ Inf Technol 24, 661–677. https://doi.org/10.1007/s10639-018-9797-0
Lee, V. W. Y., Lam, P. L. C., Lo, J. T. S., Lee, J. L. F., & Li, J. T. S. (2022). Rethinking online assessment from university students’ perspective in COVID-19 pandemic. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2082079
Liao, A.Y.H., Hsieh, Y.Y., Yang, C.Y., & Hwang, M.S. (2022). Research on the trusted online examination. International Journal of Network Security, 24(3) 541-550. https://doi.org/10.6633/IJNS.202205
Mahlangu, G. & Makwasha, L. (2023) Factors affecting the adoption and use of online assessment for learning at Polytechnics in Zimbabwe. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2177475
Makgakga, T. P. (2023). Undergraduate students’ perceptions of the use of online examinations in an open and distance learning environment. Unisa Press Journals. https://doi.org/10.25159/2663-5895/12541
Mate, K., & Weidenhofer, J. (2021). Considerations and strategies for effective online assessment with a focus on the biomedical sciences. FASEB bio Advances, 4(1), 9–21. https://doi.org/10.1096/fba.2021-00075
Meccawy, Z., Meccawy, M. & Alsobhi, A. (2021). Assessment in ‘survival mode’: student and faculty perceptions of online assessment practices in HE during Covid-19 pandemic. International Journal for Educational Integrity (2021) 17(16). https://doi.org/10.1007/s40979-021-00083-9
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International journal of educational research open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Montenegro-Rueda, M.; Luque-de la Rosa, A.; Sarasola Sánchez-Serrano, J.L.; Fernández-Cerero, J. Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review. Sustainability 2021, 13, 10509. https://doi.org/10.3390/su131910509
Ndibalema P. (2022). Constraints of transition to online distance learning in higher education institutions during COVID-19 in developing countries: A systematic review. E-Learning and Digital Media, 19(6), 595–618. https://doi.org/10.1177/20427530221107510
Nkambule, S. (16 November, 2023). Leaked exams; form vs to re-write 4 subjects. Observer. http://new.observer.org.sz/details.php?id=21491
Qpercom (July, 6, 2023). Online exam security: What makes a remote exam secure? Qpercom. https://www.qpercom.com/online-exam-security/
Qureshi, S. P. (2021). Cultural historical activity theory for studying practice-based learning and change in medical education. Adv Med Educ Pract. 12: 923–935.
Rai, N., & Thapa, B. (2015). A study on purposive sampling method in research. Kathmandu: Kathmandu School of Law, 5(1), 8-15.
Robinson, R. S. (2014). Purposive sampling. In: Michalos, A.C. (Eds) Encyclopedia of quality life and well-being research. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0753-5_2337
Satam, Y. (2023). The rise of online learning: Transforming education in the digital age. https://www.linkedin.com/pulse/rise-online-learning-transforming-education-digital-age-yashvi-satam
Scheelbeek, P. F., Hamza, Y. A., Schellenberg, J., & Hill, Z. (2020). Improving the use of focus group discussions in low income settings. BMC medical research methodology, 20, 1-10. https://doi.org/10.1186/s12874-020-01168-8
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for covid-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171. https://doi.org/10.1177/00472395211047865
Tan, C. K., Chua, W. L., Vu, C. K., & Chang, J. P. (2021). High-stakes examinations during the COVID-19 pandemic: to proceed or not to proceed, that is the question. Postgraduate medical journal, 97(1149), 427–431. https://doi.org/10.1136/postgradmedj-2020-139241
Thambusamya, R. X. & Singh, P. (2021). Online assessment: how effectively do they measure student learning at the tertiary level? The European Journal of Social and Behavioural Sciences EJSBS, 30. https://doi.org/10.15405/ejsbs.289.
Thathsarani, H., Ariyananda, D. K., Jayakody, C., Manoharan, K., Munasinghe, A. A. S. N., & Rathnayake, N. (2023). How successful the online assessment techniques in distance learning have been, in contributing to academic achievements of management undergraduates? Education and information technologies, 1–25. https://doi.org/10.1007/s10639-023-11715-7
Turnbull, D., Chugh, R. & Luck, J. Transitioning to e-learning during the COVID-19 pandemic: How have higher education institutions responded to the challenge? Educ Inf Technol 26, 6401–6419 (2021). https://doi.org/10.1007/s10639-021-10633-w
Waheeda, A., Muna, F., Shina, A. & Shaheeda, F. (2023). Benefits of online assessments in higher education institutions: lessons from covid-19 pandemic. Journal of Business and Social Sciences, 3.
Waheeda, A., Shaheeda, F., Muna, F. & Shina, A. (2023) Online assessments in Maldivian higher education institutions: Challenges faced by students. Issues in educational research, 33(3).
Wood, L. & Zuber-Skerrit, O. (2013). PALAR as a methodology for community engagement by faculties of education. South African Journal of Education, 33(4), 1-15.
Zarei, S., & Mohammadi, S. (2022). Challenges of higher education related to e-learning in developing countries during COVID-19 spread: a review of the perspectives of students, instructors, policymakers, and ICT experts. Environ Sci Pollut Res 29, 85562–85568. https://doi.org/10.1007/s11356-021-14647-2
