Exploring the shift to online open-book final exams: the impact on question types and the experiences of students and academics

Abstract

The COVID-19 pandemic prompted the shift to online learning, including a change from paper-based (Type-P) exams to online, open-book (Type-O) exams. This study investigated the impact of the sudden shift from Type-P to Type-O exams on the nature of exam questions, and the students’ and academics’ experiences. Type-P and Type-O exams were analysed, focussing on question type, and Bloom's Taxonomy classifications. Type-O exams had a decrease in drawing questions in favour of short answer questions, and a slight shift to lower-order thinking was seen. Other changes were mostly insignificant. Semi-structured interviews with students revealed the main origins of stress for Type-O exams related to technological failures. Students noted they prepared notes for ease of searching for Type-O exams, and optimal memorisation for Type-P exams. Students who had taken both exam types revealed a preference for Type-P exams, as they preferred drawing answers. Semi-structured interviews with academics revealed that writing questions for Type-O exams required more thought to avoid questions with searchable answers. However, academics enjoyed the conveniences of the online format, which includes the automatic marking of multiple-choice questions. Academics appeared to have an astute awareness of the students’ experience with the differing exam types. Our findings suggest that Type-O exams could be successfully integrated into university systems, however there are important considerations that should be addressed.