Lecturers' Experiences of Administering Online Examinations at a South African Open Distance E-Learning University during the COVID-19 Pandemic

Autor/inn/en	Majola, Moffat Xolani; Mudau, Patience Kelebogile
Titel	Lecturers' Experiences of Administering Online Examinations at a South African Open Distance E-Learning University during the COVID-19 Pandemic
Quelle	In: International Journal of Educational Methodology, 8 (2022) 2, S.275-283 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Majola, Moffat Xolani) ORCID (Mudau, Patience Kelebogile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Teaching Experience; Computer Assisted Testing; Foreign Countries; Open Education; Distance Education; Electronic Learning; College Faculty; COVID-19; Pandemics; Access to Computers; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Offene Erziehung; Offener Unterricht; Distance study; Distance learning; Fernunterricht; Fakultät; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	South Africa, like other countries in the world, went into lockdown due to the Coronavirus disease (COVID-19) which meant closure of venue-based exam centres, university libraries and academic offices for more than three months. This encounter forced higher institutions of learning to review and reconfigure their assessment practices and conduct alternative assessment practises like timed exams, take home exams, randomised multiple-choice examinations and an online portfolio. Over and above that South Africa experienced load shedding (interruptions to electricity supply) and connectivity challenges which impacted the online examinations. This paper explores the experiences of lecturers whilst administering online examination at a South African Open Distance e-Learning university during COVID-19. Data collected from the lecturers who administered online examination through semi-structured interviews. Thematic analyses were used to analyse the data. Lecturers reported on student challenges related to time allocation, exam security, internet connectivity and data access, digital incompetency and support received from the information communication technology (ICT) department. Academics' reflection suggests that the system and students were not fully prepared and ready to write the online examination. The researchers propose continued technical and technological education and support for academics and students. Therefore, in line with these experiences, it is important to conduct further the research. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01