Electronic Examination in Nigeria, Academic StaffPerspective—Case Study: National Open University ofNigeria (NOUN)

Osang, Francis B.

doi:10.7763/ijiet.2012.v2.137

Cited by 17 publications

(9 citation statements)

References 2 publications

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“…Even though the delivery of e-exams via the Internet provides a fantastic opportunity for supporting learning and teaching in higher education in the context of a globalizing world, e-exam systems have not been extensively utilized. Paper-based exams are still dominating (Hillier & Fluck, 2013; Osang, 2012). Issues related to security and human interference and the complexity of the system are among the challenges.…”

Section: Introductionmentioning

confidence: 99%

A Pilot Study of an Electronic Exam System at an Australian University

Wibowo

Grandhi

Chugh

et al. 2016

Journal of Educational Technology Systems

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This study sought academic staff and students’ views of electronic exams (e-exams) system and the benefits and challenges of e-exams in general. The respondents provided useful feedback for future adoption of e-exams at an Australian university and elsewhere too. The key findings show that students and academic staff are optimistic about the future adoption of e-exams if the e-exams system is sufficiently improved. They are fully aware of the benefits the technology could offer in supporting learning and education in general and see e-exams as an innovation for learning and teaching in higher education.

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Section: Introductionmentioning

confidence: 99%

A Pilot Study of an Electronic Exam System at an Australian University

Wibowo

Grandhi

Chugh

et al. 2016

Journal of Educational Technology Systems

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“…Further, the few countries in the forefront of the awareness and usage of e-examinations are facing challenges that range from poor electricity supply to facility maintenance. A report by Michigan State University, which focuses on e-Learning in Secondary School Education in Tanzania (Olsen et al, 2011) In Nigeria, however, nearly all organisations, government ministries, and parastatals (business enterprises owned or controlled wholly or partly by the government) are now adopting e-examinations, otherwise called online examinations, for high-stakes assessments, career evaluation, and aptitude tests (Osang, 2012). The parastatal organisations using pre-employment online assessments include the National Information Technology Development Agency and the Petroleum Technology Development Fund.…”

Section: Case Study One: Fut Minna (Nigeria)mentioning

confidence: 99%

Secure E-Examination Systems Compared: Case Studies from Two Countries

2017

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Aim/Purpose: Electronic examinations have some inherent problems. Students have expressed negative opinions about electronic examinations (e-examinations) due to a fear of, or unfamiliarity with, the technology of assessment, and a lack of knowledge about the methods of e-examinations. Background: Electronic examinations are now a viable alternative method of assessing student learning. They provide freedom of choice, in terms of the location of the examination, and can provide immediate feedback; students and institutions can be assured of the integrity of knowledge testing. This in turn motivates students to strive for deeper learning and better results, in a higher quality and more rigorous educational process. Methodology : This paper compares an e-examination system at FUT Minna Nigeria with one in Australia, at the University of Tasmania, using case study analysis. The functions supported, or inhibited, by each of the two e-examination systems, with different approaches to question types, cohort size, technology used, and security features, are compared. Contribution: The researchers’ aim is to assist stakeholders (including lecturers, invigilators, candidates, computer instructors, and server operators) to identify ways of improving the process. The relative convenience for students, administrators, and lecturer/assessors and the reliability and security of the two systems are considered. Challenges in conducting e-examinations in both countries are revealed by juxtaposing the systems. The authors propose ways of developing more effective e-examination systems. Findings: The comparison of the two institutions in Nigeria and Australia shows e-examinations have been implemented for the purpose of selecting students for university courses, and for their assessment once enrolled. In Nigeria, there is widespread systemic adoption for university entrance merit selection. In Australia this has been limited to one subject in one state, rather than being adopted nationally. Within undergraduate courses, the Nigerian scenario is quite extensive; in Australia this adoption has been slower, but has penetrated a wide variety of disciplines. Recommendations for Practitioners: Assessment integrity and equipment reliability were common issues across the two case studies, although the delivery of e-examinations is different in each country. As with any procedural process, a particular solution is only as good as its weakest attribute. Technical differences highlight the link between e-examination system approaches and pedagogical implications. It is clear that social, cultural, and environmental factors affect the success of e-examinations. For example, an interrupted electrical power supply and limited technical know-how are two of the challenges affecting the conduct of e-examinations in Nigeria. In Tasmania, the challenge with the “bring your own device” (BYOD) is to make the system operate on an increasing variety of user equipment, including tablets. Recommendation for Researchers: The comparisons between the two universities indicate there will be a productive convergence of the approaches in future. One key proposal, which arose from the analysis of the existing e-examination systems in Nigeria and Australia, is to design a form of “live” operating system that is deployable over the Internet. This method would use public key cryptography for lecturers to encrypt their questions online. Impact on Society : If institutions are to transition to e-examinations, one way of facilitating this move is by using computers to imitate other assessment techniques. However, higher order thinking is usually demonstrated through open-ended or creative tasks. In this respect the Australian system shows promise by providing the same full operating system and software application suite to all candidates, thereby supporting assessment of such creative higher order thinking. The two cases illustrate the potential tension between “online” or networked reticulation of questions and answers, as opposed to “offline” methods. Future Research: A future design proposition is a web-based strategy for a virtual machine, which is launched into candidates’ computers at the start of each e-examination. The new system is a form of BYOD externally booted e-examination (as in Australia) that is deployable over the Internet with encryption and decryption features using public key cryptography (Nigeria). This will allow lecturers to encrypt their questions and post them online while the questions are decrypted by the administrator or students are given the key. The system will support both objective and open-ended questions (possibly essays and creative design tasks). The authors believe this can re-define e-examinations as the “gold standard” of assessment.

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“…[23] note that countries need to fortify their educational institutions to flourish because students require suitable means of getting and sharing information quickly, adding that the use of this internet largely relies on factors such as purpose, students' experience, locations and internet facilities. In a perception study on NOUN, [24] discover that on the accessibility options, participants have different feelings concerning access to the internet due to the cost of entry, erratic services and internet issues in rural communities.…”

Section: Internet Accessibility and Open And Distancementioning

confidence: 99%

Effectiveness of Internet Accessibility on Academic Activities of Open and Distant Learners in the National Open University of Nigeria

Ochionuoha

2023

PoS

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This study investigated the effectiveness of internet accessibility on academic activities of open and distant learners of the National Open University of Nigeria, Lagos State. Technological Determinism Theory and Media Dependency Theory provided the framework for the study. A survey method was adopted, and a questionnaire comprising closed-ended and open-ended questions was used to collect data. It used a simple random sampling method in choosing the sample. One hundred twenty copies of the questionnaire were administered to the respondents during the study. Findings from the data analysed show that most students have access to the internet mainly on their mobile phones with self-sponsored mobile data. They face difficulties accessing the internet, which interferes with their academic activities. The study recommended that the National Open University of Nigeria should improve its network service to give the students seamless access to the school's online platforms and provide some offline options for the learners as alternatives to guard against any unexpected failure of the online options. The offline options will also carry along the older and less tech-savvy learners until they adapt to the online school system. The work concluded that poor internet accessibility significantly affects academic activities in open and distance learning. Consequently, access to the internet should be improved.

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Electronic Examination in Nigeria, Academic StaffPerspective—Case Study: National Open University ofNigeria (NOUN)

Cited by 17 publications

References 2 publications

A Pilot Study of an Electronic Exam System at an Australian University

A Pilot Study of an Electronic Exam System at an Australian University

Secure E-Examination Systems Compared: Case Studies from Two Countries

Effectiveness of Internet Accessibility on Academic Activities of Open and Distant Learners in the National Open University of Nigeria

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