Author(s): Mythili Kolluru
Purpose: This study aims to investigate undergraduate students' perceptions of timed online exams during the COVID-19 pandemic at a university in Northwest England. The study delves into the exam environment and students' challenges during online exams. Theoretical framework: The study is grounded in the context of the unprecedented disruptions caused by the COVID-19 pandemic, which necessitated a transition from classroom to online pedagogy. It examines undergraduate students' perceptions regarding online assessment and compares them to traditional paper-based examinations. Design/methodology/approach: The study utilizes a questionnaire distributed to 59 students across three levels of the undergraduate program. The collected data is analyzed using frequency analysis, percentages, and cross-tabulation to examine the relationships within the data. Specifically, Chi-Square analysis is employed to test the hypothesis. Findings: The study findings indicate that despite lacking prior experience with online learning, 70% of students prefer online assessments and perceive them as less stressful than paper-based examinations. However, challenges related to exam duration and the submission process were identified. It was also observed that computer competency is not gender-based, and the pandemic has increased students' adaptability mindset. Research, Practical & Social Implications: The studies provide valuable insights for institutions and educators to develop effective online assessment practices that consider students' perceptions and challenges. The practical implications can inform the design and implementation of online assessment strategies considering student preferences and stress levels. The social implications highlight the importance of maintaining academic integrity and credibility in the context of online assessments. Originality/value: This study contributes to the existing literature by examining undergraduate students' perceptions of online assessment during the COVID-19 pandemic in a specific region. It adds to the understanding of student preferences and challenges in the context of online evaluations, providing insights that can inform future research and the development of effective online assessment strategies.