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Students’ perceptions of different assessment modes and student experience

Author

Listed:
  • Hancock, Phil
  • Birt, Jac
  • Lange, Paul De
  • Fowler, Carolyn
  • Kavanagh, Marie
  • Mitrione, Lorena
  • Rankin, Michaela

Abstract

This study investigates student experiences and perceptions of online and face-to-face assessments. Focus groups were conducted with students at three Australian universities to understand their experiences of online examinations. Student perceptions and experiences of online examinations were mixed. Benefits include better reflecting workplaces and being able to complete the examination at a time that suited them. Whilst many students found taking online assessments at home less stressful, others felt they were less likely to perform well when compared to assessments on campus. Students also identified several challenges with online assessments. Students experienced stress due to failing technologies; needed additional time required to ‘write’ examinations; experienced feelings of isolation; and perceived that questions might be harder to prevent cheating.

Suggested Citation

  • Hancock, Phil & Birt, Jac & Lange, Paul De & Fowler, Carolyn & Kavanagh, Marie & Mitrione, Lorena & Rankin, Michaela, 2025. "Students’ perceptions of different assessment modes and student experience," Journal of Accounting Education, Elsevier, vol. 70(C).
    • Handle: RePEc:eee:joaced:v:70:y:2025:i:c:s0748575125000041
    DOI: 10.1016/j.jaccedu.2025.100953
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