Factors affecting the adoption and use of online assessment for learning at Polytechnics in Zimbabwe

Mahlangu, Gilbert; Makwasha, Lucia

doi:10.1080/2331186x.2023.2177475

Cited by 8 publications

(7 citation statements)

References 66 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some students and lecturers lacked technological skills, emerged as a negative perception from this study. This is the exact findings of Mahlangu and Makwasha (2023) highlighting that the adoption of online assessment is constrained by a lack of digital skills.…”

Section: Discussionmentioning

confidence: 87%

“…Similarly, disclosed that Maldivian HEIs faced technical difficulties, internet connections and students' lack of basic technological skills as observed by both the students and lectures. On the other hand, Mahlangu and Makwasha (2023) found that lack of internet access, computing devices and the digital skills to access and navigate online assessment platforms being the challenges of online assessments.…”

Section: Teacher and Student Expectations Of Online Examinationmentioning

confidence: 99%

“…However, there were several notable loopholes in the conduct of online assessments. Studies highlighted significant difficulties faced by developing countries including weak internet connectivity (Gupta et al, 2023;Mahlangu & Makwasha, 2023;Gul et al, 2022;Ndibalema, 2022;Zarei & Mohammadi, 2022), limited knowledge on ICT usage (Gupta et al, 2023;Mahlangu & Makwasha, 2023;Ndibalema, 2022;Zarei & Mohammadi, 2022), and cheating and plagiarism (Mahlangu & Makwasha, 2023). While the positive and negative aspects of online education and assessments were presented and remained debated, the fact remains that online assessment is now part of any HEI.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Challenges and strategies for effective online examinations in higher education institutions: Insights from lecturers and students

Mpofu,

Machingauta

2024

IJEMDS

View full text Add to dashboard Cite

Paper-based examinations are gradually being replaced as a reasonable number of Eswatini Higher Education Institutions (HEIs) have adopted online examinations. As a new phenomenon, the perspectives of both academic staff and learners had to be assessed. Hence, this study sought to assess the use of online examinations in the Kingdom of Eswatini HEIs. The research was qualitative in nature utilizing the Participatory Action Learning and Action Research (PALAR) design to unravel the impact of the pedagogical innovation as well as factors such as security and practicality to effect best action in the advancement of HEI in the country. Similarly, the Cultural Historical Activity Theory (CHAT) gave insight to the study. For comprehensive data collection, 15 learners and 10 academic staff from from HEIs who use e-exams were purposively selected and interviewed. Generated data were analysed thematically; data were transcribed, coded, and categorised to come up with major patterns and perceptions as themes. Major findings revealed that online exams were easy to administer and mark, secured, flexible, promotes lifelong learning, and reduce risk associated with student travel. However, online examinations promoted malpractice among students. Other challenges on the administration of online examinations include: students and lecturers lack technological skills and poor internet connectivity. The results suggest training of lecturers and students on the use of online examinations, and investing in powerful technologies to support online examinations. With the emerging adoption of digital technology in the HEIs, it is necessary for policymakers to address academic misconduct by drafting relevant policies and procedures.

show abstract

Section: Discussionmentioning

confidence: 87%

Section: Teacher and Student Expectations Of Online Examinationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Challenges and strategies for effective online examinations in higher education institutions: Insights from lecturers and students

Mpofu,

Machingauta

2024

IJEMDS

View full text Add to dashboard Cite

show abstract

“…In the context of digital assessments, end users (academic staff and learners) attitudes and beliefs are crucial factors in determining the success or failure of digital assessments (Kelly et al, 2023). According to Mahlangu and Makwasha (2023), the benefits of digital assessments are associated with positive perceptions while the challenges form the negative perceptions. Institutions of higher learning need to devise ways to promote positive attitudes that can optimise the use of digital assessment systems (Mahlangu & Makwasha, 2023;Valdez & Maderal, 2021).…”

Section: Social Environmental Factorsmentioning

confidence: 99%

“…According to Mahlangu and Makwasha (2023), the benefits of digital assessments are associated with positive perceptions while the challenges form the negative perceptions. Institutions of higher learning need to devise ways to promote positive attitudes that can optimise the use of digital assessment systems (Mahlangu & Makwasha, 2023;Valdez & Maderal, 2021). To influence users' acceptance of digital assessment systems calls for innovativeness, quality, knowledge sharing and trust (Almaiah, 2020).…”

Section: Social Environmental Factorsmentioning

confidence: 99%

Towards Sustainable Educational Management: A Best Practice Model for Digital Assessments in Higher Institutions of Learning in Uganda

Paul Kasse,

Nansamba

2023

UHERJ

View full text Add to dashboard Cite

This study was conducted in institutions of higher learning from different regions of the country. The participants included students, academic staff and technical staff. Numerous digital assessment-related challenges experienced during the Covid-19 were identified such as the slow Learning Management System (LMS), and failure to access the digital assessment system, among others. Data was collected through closed-ended questionnaires and interviews with key informants. Quantitative data was analysed descriptively using R, whereas qualitative data was analysed using Amos. Reliability and validity of the questionnaire were tested by Cronbach’s alpha coefficient and Kaiser-Meyer-Olkin (KMO) test, respectively. The results were ranked based on the challenges that appeared most frequently to the least presented. A best practice model is presented with guidelines and measures for achieving successful administration of digital assessments for all stakeholders in the education ecosystem. It is anticipated that the successful adoption and implementation of the model will lead to effective and sustainable education management. Design science, an artefact-based methodology, was used to support the design of the model. The design followed design science-recommended steps. The model is, however, yet to be validated among the body of experts

show abstract

The Quest for More Caring and Humanity in Digital Assessment

Domilescu,

Mladenovici

2024

Lecture Notes in Educational Technology

View full text Add to dashboard Cite

Factors affecting the adoption and use of online assessment for learning at Polytechnics in Zimbabwe

Cited by 8 publications

References 66 publications

Challenges and strategies for effective online examinations in higher education institutions: Insights from lecturers and students

Challenges and strategies for effective online examinations in higher education institutions: Insights from lecturers and students

Towards Sustainable Educational Management: A Best Practice Model for Digital Assessments in Higher Institutions of Learning in Uganda

The Quest for More Caring and Humanity in Digital Assessment

Contact Info

Product

Resources

About