Learners' perceptions of online assessments in open and distance learning: insights into challenges and ICT skill impacts

The rapid transition to online assessments during the COVID-19 pandemic significantly transformed teaching and learning practices in higher education. This study examines learners’ perceptions of online assessments at Open University Malaysia (OUM), focusing on six key dimensions: interface design, usability, personal experience, format, academic integrity, and performance. Employing a mixed-methods approach, quantitative and qualitative data were collected via a survey administered to 137 students enrolled in three courses. The findings indicate that learners generally viewed online assessments positively, citing flexibility, time management, and convenience as key advantages, particularly in the open and distance learning context. However, challenges were identified, including variability in technical experiences and concerns about academic dishonesty. Issues such as system navigation difficulties, technical disruptions, and inconsistencies in proctoring raised questions about the effectiveness of current measures to ensure academic integrity. Learners expressed higher satisfaction with online coursework than online exams, favouring diverse assessment formats and better alignment with learning objectives. These insights highlight the need for enhanced technical infrastructure, robust academic integrity protocols, and assessment designs rooted in constructivist pedagogy. The analysis also revealed a significant relationship between ICT skills levels and perceptions of online assignments. Learners with higher ICT proficiency reported greater satisfaction, better study habit and enhanced understanding of course content compared to those with basic ICT skills. Addressing these areas will enable OUM and similar institutions to improve the quality and credibility of online assessments, fostering a more effective and equitable learning experience for distance learners.