Adoption of e-assessment in teaching and learning of ICT in a blended-learning environment

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dc.contributor.authorBrown, Andrew C.
dc.contributor.promoterHarmse, Anneke, Prof.
dc.contributor.promoterJordaan, Annelie, Prof.
dc.date.accessioned2025-10-14T08:00:58Z
dc.date.available2025-10-14T08:00:58Z
dc.date.issued2024-12
dc.descriptionPh. D. (Department of Information and Communication Technology, Faculty of Applied and Computer Sciences), Vaal University of Technology.
dc.description.abstractAssessment is among the inevitable components of a curriculum and directs students’ learning. Electronic assessment (e-assessment) is prepared and administered through using information communication technologies (ICTs) and provides opportunities to make the process easier in certain aspects, but it also brings certain challenges. In recent decades, e-assessment adoption in higher education institutions (HEIs) transformed the teaching and learning (T&L) process and has had a significant effect on assessment procedures. However, HEIs in developing countries are still facing various constraints that inhibit them from effectively adopting e-assessment in their T&L operations and South Africa has not been an exception. This research investigated the main reasons why South African HEIs face challenges in adopting e-assessment, with particular emphasis on the role of management in enhancing e-assessment in HEIs. The study also aimed to present a validated and implementable e-assessment adoption framework that HEIs can utilise to stimulate e-assessment adoption for the teaching and learning of ICT in a blended-learning (BL) environment. The methodology adopted in undertaking this research was the grounded theory (GT) approach, which facilitates the creation of innovative and unique solutions relevant to the issues being studied. For this study, GT included a qualitative approach utilising semi-structured interviews with 17 ICT academics and ICT professionals across five HEIs in South Africa. The study revealed key factors influencing the adoption of e-assessment adoption HEIs that facilitated the design of an e-assessment adoption framework (EAAF) for T&L of ICT in a BL environment. The framework was validated using an internal validation approach. The analysed data revealed that the framework is valid and relevant for adoption, with most of the participants agreeing and accepting the framework’s constructs. The principles of interpretive research were introduced and applied to test the trustworthiness of the study. The research furthermore offered various recommendations to support HEIs and other key HEI stakeholders in resolving the challenges facing HEIs in the adopting of e-assessment, especially for ICT skills.
dc.identifier.urihttps://hdl.handle.net/10352/812
dc.language.isoen
dc.publisherVaal University of Technology
dc.subjectInformation and Communications Technology (ICT)
dc.subjectHigher Education Institution (HEI)
dc.subjectE-Assessment Adoption Framework (EAAF)
dc.subjectBlended-Learning (BL)
dc.subject.lcshDissertation, Academic -- South Africa.
dc.subject.lcshInformation technology.
dc.subject.lcshCommunication -- Technological innovations.
dc.subject.lcshEducation, Higher.
dc.subject.lcshBlended learning.
dc.titleAdoption of e-assessment in teaching and learning of ICT in a blended-learning environment
dc.typeThesis
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