Abstract

Online learning has grown in popularity, leading to more widespread utilization of online exams. Online exams have started to become a preferred method of assessment in both online and traditional learning environments. They provide various benefits for the learning process and learners when used appropriately within online learning programs. The current study aims to investigate the academic achievement of online learners in online exams as compared to traditional exams and to analyze their perceptions towards online exams. The study was conducted at a state university in Turkey during the 2018 spring semester. Participants of the study are 163 vocational college level online learners. This research has been designed as a mixed method study. In this regard, learners’ academic achievement and perceptions have been considered as quantitative data and learners’ opinions as qualitative data. Through the use of quantitative analysis methods, it is shown that learners report positive attitudes towards online exams and that there was no statistically significant difference in the students’ academic achievement in online and traditional exams. The majority of the learners pointed out that online exams are efficient, usable, and reliable while others indicated a level of insufficiency related to exam duration, as well as concerns about potential technical problems that may occur during the implementation of online exams. Understanding the benefits and challenges of online exams will help the institutions in planning their institutional road map.