Unpacking Student Perceptions about Online Assessments in Higher Education South Africa

Abstract

The integration of online assessments in higher education presents both opportunities and challenges. While offering flexibility and accessibility, concerns remain about digital equity, academic integrity, and platform usability. This study explores students’ perceptions of online assessments at a University of Technology in South Africa, focusing on digital access, effectiveness of assessments, time management, and institutional support. The Complex Adaptive Blended Learning System (CABLS) theory underpinned the study. The CABLS provides a lens for understanding the dynamic interplay between students, educators, technology, and institutional structures in blended learning environments. This qualitative study collected data through face-to-face interviews of 10 students composed of five undergraduates and five postgraduates from diverse disciplines. Purposive sampling was employed in this study to ensure a diverse range of experiences and perspectives related to the impact of online assessments on students. The data was analysed using content analysis to identify key themes. Findings revealed that online assessments enhance engagement, self-regulated learning, and accessibility. However, challenges persist, including unreliable internet, limited digital resources, fairness concerns, and platform navigation difficulties, reflecting socioeconomic disparities. This study highlights the need for hybrid assessment models, improved digital infrastructure, and targeted academic and technical support. To foster a more inclusive and effective learning environment, institutional policies should be designed to prioritise student-centred online assessments while addressing socio-economic inequalities. As online assessments continue to shape the future of higher education, technology should empower rather than hinder learning.

Keywords: Online Assessments; digital access; student perceptions; higher education; academic integrity; assessment effectiveness

References

Adeoye‐Olatunde, O. A., &  Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. Journal of the American College of Clinical Pharmacy, 4(10), 1358-1367. https://doi.org/10.1002/jac5.1441

Aguboshim, F. C. (2021). Adequacy of sample size in a qualitative case study and the dilemma of data saturation: A narrative review. World Journal of Advanced Research and Reviews, 10(3), 180-187. https://doi.  10.30574/wjarr.2021.10.3.0277

Alessio, H. M., & Messinger, J. D. (2021). Faculty and student perceptions of academic integrity in technology-assisted learning and testing. Frontiers in Education, 6, 629220. https://doi.10.3389/feduc.2021.629220

Al-Maqbali, A. H., & Raja Hussain, R. M. (2022). The impact of online assessment challenges on assessment principles during COVID-19 in Oman. Journal of University Teaching and Learning Practice, 19(2), 73-91.https://eric.ed.gov/?id=EJ1348367

Almossa, S. Y., & Alzahrani, S. M. (2022). Lessons on maintaining assessment integrity during COVID-19. International Journal for Educational Integrity, 18(1), 19. https://doi.10.1007/s40979-022-00112-1

Arumugam, S. K., Saleem, S., & Tyagi, A. K. (2024). Future research directions for effective e-learning. Architecture and Technological Advancements of Education 4.0, 75-105. https://doi.10.4018/978-1-6684-9285-7.ch004

Azionya, C. M., & Nhedzi, A. (2021). The digital divide and higher education challenge with emergency online learning: Analysis of tweets in the wake of the COVID-19 lockdown. Turkish Online Journal of Distance Education, 22(4), 164-182. https://doi.10.17718/tojde.1002822

Bazvand, A. D., & Rasooli, A. (2022). Students’ experiences of fairness in summative assessment: A study in a higher education context. Studies in Educational Evaluation, 72, 101118.   https://doi.10.1016/j.stueduc.2021.101118

Conrad, C., Deng, Q., Caron, I., Shkurska, O., Skerrett, P., & Sundararajan, B. (2022). How student perceptions about online learning difficulty influenced their satisfaction during Canada's COVID‐19 response. British Journal of Educational Technology, 53(3), 534-557. https://doi.10.1111/bjet.13206 

Cook-Sather, A., & Matthews, K. E. (2021). Pedagogical partnership: Engaging with students as co-creators of curriculum, assessment, and knowledge. In University teaching in focus (pp. 243-259). Routledge.

Das, N.,  & Sahoo, S.,  & Pati, L (2021). Online Learning: Challenges for Education in Rural and Remote Areas. IARJSET. 8. 72-76. https://doi.10.17148/IARJSET.2021.8712

Dawson, P. (2020). Defending assessment security in a digital world: Preventing e-cheating and supporting academic integrity in higher education. Routledge. https://doi.10.4324/9780429324178

Devkota, K. R. (2021). Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal. International Review of Education, 67(1), 145-165. https://doi.10.1007/s11159-021-09886-x

Ding, C., Reynolds, B. L., & Ha, X. V. (2024). Learners’ perceptions of a collocation instruction and practice component in a Chinese EFL context. The Language Learning Journal, 52(1), 37-48. https://doi.10.1080/09571736.2022.2098366

Dutta, S., He, M., & Tsang, D. C. (2022). Problem-based learning as an assessment: Enhancing students’ connective learning and constructive learning. J. Educ. Res. Rev, 10(6), 83-92. https://doi.10.33495/jerr_v10i6.22.124