Content, and the dynamic ways in which it can be delivered in eLearning courses, is one of the main aspects that make online learning incredibly effective for the acquiring of knowledge. The main shortcoming however, as it seems to be believed by many, is the way in which a learner’s acquired knowledge is tested.

The common assumption is that eLearning examinations do not test a learner’s knowledge of the content properly because there are no or little surveillance measures in place when learners complete exams online. The main concern in exam conditions is to ascertain that students do not cheat by checking their notes or books or copying answers from others. The concern expands to online exams. It is true that answers can be “Googled” or simply copied and pasted from learning materials, however, the solution to this concern is not surveillance, but in the approach taken when setting up the exam questions.

“The age of knowing stuff is over”

What does this quote really mean? In my opinion, it means that simply regurgitating that which we read in books, journal, and articles and claiming those things as one’s own knowledge, means little when it cannot be independently interpreted and applied.

The method of delivering exam questions

Through learning management systems, various tools are available for setting exams, such as multiple choice (where learners are presented with options to choose from), alternative response (where the choice is between true or false), matching type (where student can link words or phrases up that belong together) and others. These tools are helpful for setting up exams, but the true success of any exam is the way in which the questions are presented and the response that the questions encourage.

The style of presenting exam questions

The open-book style of setting up questions is probably the best approach to take, and possibly the solution to the concerns mentioned earlier in this article. The questions in an open book examination will ask a learner to explain, evaluate, or compare things from the question or concept presented, to encourage interpretive and insightful answers. Below follows an example of an exam question set up through using the open-book approach and employing the multiple choice method.

The subject is the philosophy of critical thinking

Samantha claims that there is life on Mars. What kind of evidence will she need to provide in order to prove this claim to be sound and truthful?

1. Scientists have proved that the temperature on mars in 0.0000000000000076% of the surface could allow for the survival of certain species provided that they don’t ever travel out of these areas.
2. On an online blog, multiple bloggers have posted their personal experiences of having been visited by strange looking creatures claiming to come from mars.
3. In a Russian expedition to Mars in 2002, a certain liquid was discovered and brought back to earth for testing. The test concluded that the substance did have the biological properties of water.

This is a typical question where a learner is challenged to put themselves in “Samantha’s” shoes and interpret the scenarios through applying the rules of critical thinking.

Exams are random and timed

Through a learning management system, the online exam can employ certain tactics for making the exam even more effective. Randomisation can be employed; this tool pulls questions from a pool of questions making the exam dynamic, providing different questions to different learners taking the exam. The time limit placed on exams, also allows for limited time to consult learning materials when time should be spent on interpretation and analysis. This means that learner’s should know their content well before attempting the exam, encouraging learner’s to study and think about their material prior to taking exams.

Engaging with information versus just knowing it

In eLearning, traditional exam conditions where students are seated in an exam locale and supervised by facilitators is not a possibility, unless in the case of the course being combined with traditional methods and an exam in a physical setting is scheduled as a component in the eLearning path. However, exams taking place in physical locations of supervision and surveillance is not necessary. Successful examinations can be achieved in eLearning, and even much more effective than in the traditional setup. The online exam approach discussed in this article encourages learners to really engage with learning material, instead of just “knowing the stuff.”

Sound Idea Digital specialises in Learning Management Systems and eLearning developments | soundidealearningmanagement.co.za
Carla van Straten is a Writer for Sound Idea Digital | Carla@soundidea.co.za