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. 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