Tryst with the Unknown: Navigating an Unplanned Transition to Online Examinations

Autor/inn/en	Mumtaz, Sabiha; Parahoo, Sanjai K.; Gupta, Namrata; Harvey, Heather L.
Titel	Tryst with the Unknown: Navigating an Unplanned Transition to Online Examinations
Quelle	In: Quality Assurance in Education: An International Perspective, 31 (2023) 1, S.4-17 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-12-2021-0197
Schlagwörter	Student Evaluation; Computer Assisted Testing; Electronic Learning; Educational Change; Universities; COVID-19; Pandemics; Educational Planning; Program Implementation; Barriers; Readiness; College Instruction; Technology Uses in Education; Developing Nations; Test Preparation; Student Satisfaction; College Students; College Faculty; Teacher Attitudes + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Bildungsreform; University; Universität; Bildungsplanung; Hochschullehre; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Developing country; Developing countries; Entwicklungsland; Collegestudent; Fakultät; Lehrerverhalten
Abstract	Purpose: This paper aims to investigate the major challenges faced and lessons learned during the unplanned transition to online examinations (OE) at a traditional university following the COVID-19 pandemic. Design/methodology/approach: This exploratory study involved two distinct samples (110 students and 30 instructors) drawn from a large public university and triangulated the qualitative and quantitative data to analyze how the university navigated the unplanned transition to OE. Findings: The university faced several challenges related to a lack of proper institutional infrastructure, non-familiarity of the stakeholders with OE, lack of effective communication, limited student access to technology resources because of socio-economic impediments and academic integrity issues. Practical implications: Short- and medium-term recommendations are proposed to enable continuity of teaching and learning in future emergency situations, including the establishment of technology-enabled exam centers, as well as strategies to assure instructor readiness for OE, academic integrity among students and the validity of the evaluation procedure for future OE. Originality/value: This study shows how the unplanned transition to OE in a public university exposed new challenges for conducting OE, particularly in resource challenged emerging countries, where full integration of OE was a new experience and prior knowledge of potential issues was lacking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01