Digitization and automation across all industries has resulted in improvements in efficiencies and effectiveness to systems and process, and the higher education sector is not immune. Online learning, e-learning, electronic teaching tools, and digital assessments are not innovations. However, there has been limited implementation of online invigilated examinations in many countries. This paper provides a brief background on online examinations, followed by the results of a systematic review on the topic to explore the challenges and opportunities. We follow on with an explication of results from thirty-six papers, exploring nine key themes: student perceptions, student performance, anxiety, cheating, staff perceptions, authentication and security, interface design, and technology issues. While the literature on online examinations is growing, there is still a dearth of discussion at the pedagogical and governance levels.

Item Type:	Refereed Article
Keywords:	adult learning applications, architectures for educational technology system, human-computer interface, pedagogical issues
Research Division:	Education
Research Group:	Education systems
Research Field:	Higher education
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Higher education
UTAS Author:	Butler-Henderson, K (Associate Professor Kerryn Butler-Henderson)
UTAS Author:	Crawford, J (Dr Joseph Crawford)
ID Code:	143252
Year Published:	2020
Web of Science® Times Cited:	43
Deposited By:	Curriculum and Academic Development
Deposited On:	2021-03-08
Last Modified:	2021-06-30
Downloads:	0