Challenges and strategies for effective online examinations in higher education institutions: Insights from lecturers and students

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.