The DOI matches its Crossref record.
The experience of introducing secure e-assessment in a South African university first-year foundational ICT networking course
Abstract
This article illustrates the experience of introducing e-assessment to a foundational ICT networking course for a ‘large’ group of first-year students at a South African Higher Education Institution. The study employed a mix of participatory action research, systems design, and survey (quantitative and qualitative) analysis over an academic year across two semesters. Although much research has been conducted on teaching in ICT, the purposeful pedagogical use of electronic assessment is limited. The results provide insight into the need for ‘extending’ the scholarship of teaching and learning to the scholarship of teaching, learning and assessment. While the research has some limitations in longitudinal and comparison studies, it is useful to students, teaching instructors, lecturers and administrators as it provides key thoughts as guidelines for introducing and using e-assessments as platforms for active learning, and as a basis for future research into the use of e-assessment for high-stake summative assessment.
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Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“A third (33%) of the reviewed papers focused on assessment including summative and formative assessment, online exams, marking, and feedback (Adesemowo et al., 2016; Albano & Dello Iacono, 2019; Basol & Balgalmis, 2016; George-Williams et al., 2019).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Adesemowo et al., 2016
In the citing paper
“Security improvements include, but are not limited to, improving user data verification (Amoako & Osunmakinde, 2020), facial recognition (Guillén-Gámez & García-Magariño, 2015), limiting IP range (Adesemowo et al., 2016), and scanning students IDs (Ross, 2017).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Adesemowo et al., 2016
In the citing paper
“Despite advances in software and technology for e-learning and online LMSs, numerous fundamental gaps/drawbacks still exist, with the majority on technical issues (Adesemowo et al., 2016; Marczak et al., 2016; Rachman‐Elbaum, et al, 2017), such as server/browser response times, lag time in resolving technical issues, lack of equipment available to students and the possible high cost associated”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Adesemowo et al., 2016
In the citing paper
“The development advancements include improving the security of the assessment processes (Adesemowo et al., 2016; Kaya & Özel, 2015), improving the mechanisms to generate quiz questions, and improving feedback and response time (Conejo et al., 2016; Kruger et al., 2015).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Adesemowo et al., 2016
In the citing paper
“These tools include: limiting IP range for the users during online exams (Adesemowo et al., 2016); using timestamps and data processing techniques to identify unauthorised users (Genci, 2014); using facial verification software (Guillén-Gámez & García-Magariño, 2015) and using plagiarism detection software (Adesemowo et al., 2016; Genci, 2014; Guillén-Gámez & García-Magariño, 2015; Kaya & Özel, 2”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Adesemowo et al., 2016
Citations
Cites
No references could be resolved yet.
Research works printed but not linked: 19
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Cited by
A systematic review on trends in using Moodle for teaching and learning
Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022) · International Journal of STEM Education · doi:10.1186/s40594-021-00323-x · Cited by 360
Metadata
- Authors
- Adesemowo, A. K., Johannes, H., Goldstone, S., & Terblanche, K.
- Affiliations
- Nelson Mandela University (ZA)
- Corresponding author
- Adesemowo, A. Kayode
- ORCID
- Adesemowo, A. Kayode
- Venue
- Africa Education Review
- Publisher
- Informa UK Limited
- Published
- 2016-01-02
- Volume
- 13
- Issue
- 1
- Pages
- 67-86
- ISSN
- 1753-5921 (ISSN-L)
- 1814-6627
- OpenAlex
- W2493119423
- Cited by
- 23
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 4 · 2023: 3 · 2022: 5 · 2021: 1 · 2020: 3 · 2019: 1 · 2018: 1 · 2017: 3
- FWCI
- 3.72
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Africa Education Review (publishedVersion)
- Nelson Mandela University Research Repository (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Information Systems › Educational Technology and Assessment
- Social Sciences › Education › Student Assessment and Feedback
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- online assessment, first-year students, large classes, active learning, scholarship of teaching and learning, assessment design, university teaching, South African universities
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- This page
- CoChat. (2026). Citation check: The experience of introducing secure e-assessment in a South African university first-year foundational ICT networking course. https://app.cochat.ai/papers/10.1080/18146627.2016.1186922
- The paper
- Adesemowo, A. K., Johannes, H., Goldstone, S., & Terblanche, K. (2016). The experience of introducing secure e-assessment in a South African university first-year foundational ICT networking course. Africa Education Review. https://doi.org/10.1080/18146627.2016.1186922
