Lived Experiences: Educators’ Perspectives in Assessment Within an Online Distance Education Nursing Programme

Abstract

It is rare to run practical and Health Online and Distance Education professional programmes in West Africa. This research identifies one of the rare nursing programmes by an Online Distance Education mode. It further explored the lived experiences of a total of 13 top managers and educators (four females and nine males) who primarily organise, coordinate, and administer Distance Education programmes at the University of Ghana including the Nursing programme. Researchers reviewed aspects of Online Distance Education such as nature, assessment, benefits and challenges and quality assurance issues. Design Thinking was used as a theoretical unpinning to the epistemological lens of this qualitative case study. Results were thematically analysed under generated 12 themes. This study found that due to the nature of students; professional nurses, asynchronous systems were heavily employed and the university’s own coining of terms such as online offsite (off-campus) and online onsite (on-campus) to decipher the exact location of learners especially for mode of assessments whether off-campus or for on-campus. Reliance on Similarity software for plagiarism checking using Turnitin software assisted the educators. Researchers recommend for further research to cover at least two institutions that run similar Nursing programme in Ghana for results comparability purposes.

Introduction

Over the past several years, there has been a rapid expansion in the use of digital technologies in Adult and Distance Education. This trend has been accelerated by the COVID-19 pandemic, which highlighted the importance of Online Distance Education platforms (Jowsey et al., 2020). The digital transformation has enhanced new educational delivery modes like online or hybrid learning, providing learners and instructors with numerous academic opportunities (Dhawan, 2020; Diab & Elgahsh, 2020). Online education, used interchangeably with online learning in this paper, occurs when instructors and learners are physically separated and interact via digital devices and electronic learning materials (Coman et al., 2020). It offers learners various ways to learn and has been argued to increase learners’ effectiveness, motivation, and satisfaction (Anapey & Aheto, 2022). In nursing education, the use of computers could improve learners’ clinical thinking and decision-making abilities. Online assessments offer ubiquity and instant feedback, potentially enhancing learning outcomes (Akhtar & Falk, 2017; Fanshawe et al., 2020).

However, the transition to online assessment necessitates the development of trustworthy and secure procedures for impartial assessments (Muzaffar et al., 2021). Online learning also faces challenges such as high internet costs, weak connectivity, power disruptions, and concerns about quality (Ampadu & Sedofia, 2021; Gillett-Swan, 2017; Rizvi & Nabi, 2021). These challenges are particularly pertinent in the Ghanaian context, where this study is situated. While the importance of online learning in nursing education is underscored by studies showing that nurses with higher education levels demonstrate better critical thinking abilities and contribute to reduced hospital mortality rates (Yektatalab et al., 2020), there is a significant gap in research specifically addressing distance learning in medical and healthcare fields, particularly in developing countries. This gap presents a critical theoretical and practical issue that our study aims to address.

Digital technology in nursing education is well-established and essential for developing skills needed in the modern healthcare industry (Bodur et al., 2019). In Ghana, significant research has been conducted on the technological impact on nursing education (Adjei et al., 2022; Davies et al., 2015; Tagoe & Cole, 2020). However, there is a gap in understanding the specific experiences of nursing students in online distance education programmes. This study aims to fill this gap by investigating these experiences, thereby contributing to the optimisation of online learning in nursing education. The necessity of this study is further emphasised by the urgent need to understand and improve distance learning approaches in healthcare education, especially in resource-constrained settings like Ghana. By exploring the lived experiences of nursing educators in assessment-related issues within an Online Distance Education programme, we address a crucial aspect of quality assurance in distance nursing education. The novelty of this research lies in its focus on the Ghanaian context. While previous studies have examined the quality of nursing education in distance programmes globally, few have delved into the specific challenges and opportunities faced by educators in Ghana (S. P. K. Aheto, 2021; Davies et al., 2015). This study’s significance is further enhanced by its potential to inform policy and practice not only in Ghana but also in other developing countries facing similar challenges in implementing distance learning for healthcare education.

To situate our research within the broader global context, we draw upon key publications that highlight research gaps in this area. For instance, a systematic review by O’Doherty et al. (2018) identified a lack of research on the effectiveness of online learning in medical education in low and middle-income countries. Similarly, S. P. K. Aheto (2021) and Regmi and Jones (2020) highlighted the need for more studies on e-learning in health sciences education in diverse global contexts. Our study contributes to filling these identified gaps. Furthermore, this research is timely given Ghana’s efforts to increase access to postsecondary education through distance learning, as outlined in the 1991 policy brief and subsequent initiatives (Palvia et al., 2018). The success of these efforts is evident in the improved ratio of nurses to the population, which now exceeds WHO targets. This study contributes to understanding how distance education nursing programmes, like those at the University of Ghana using the Sakai LMS (S. P. K. Aheto, 2021), can be further enhanced to meet the growing demand for well-trained nurses in increasingly complex healthcare environments.

By exploring these experiences, this study aims to inform the development of more effective learner support services and distance education policies, addressing a crucial need identified by Babacan and Thurgood (2021). The practical implications of this research are significant, as it has the potential to improve the quality and effectiveness of online nursing education, ultimately contributing to better healthcare outcomes in Ghana and beyond.

Aim

To explore the lived experiences of nursing educators (including top managers) in assessment related issues in an Online Distance Education programme at the University of Ghana.

Research Question

What is the extent of lived experiences of nursing educators (including top managers) in assessment related issues in an Online Distance Education programme?

Online Distance Education

Online learning provides learners and teachers with many chances to achieve their educational goals. Distance Education has expanded from postal letters to a wealth of internet tools (Palvia et al., 2018). E-Learning, web-based learning, and computer-assisted learning all use computers connected to a network, allowing learners to study anywhere, anytime, in any location, and by any means (Allam et al., 2020). According to Auma and Achieng (2020), having access to a computer and the internet is a prerequisite to online education. Thus, distance education relies on digital resources and internet connectivity.

Distance Education allows persons with physical, economical, or geographical barriers to receive an education (Nkechinyere, 2020; Simonson et al., 2019). Online education, according to Simonson et al. (2019), is any form of instruction that reaches distant learners using the Internet and associated technologies. The terms online education, digital learning and distance education have been used interchangeably (Kumi-Yeboah et al., 2020). The distance education environment can be identified by Learning Management System (LMS), Virtual Learning Environment or even a Knowledge Management System (Kumi-Yeboah et al., 2020).

Learning Management Systems (LMSs) are crucial, especially in higher education. The University of Ghana uses the Sakai LMS, an online learning platform, to distribute materials, connect learners to academic resources, communicate, deliver instruction, track student performance, and assess learners (Villegas-Ch et al., 2020). It has improved distant education access, cost, and quality (Chawinga & Zozie, 2016).

Nature of Online Assessments

Online assessments do not in itself differ so much from traditional assessments. Heil and Ifenthaler (2023) and García-Peñalvo et al. (2020) revealed that online assessments in higher education encompassed a wide range of modes including quizzes, examinations, essays, discussions and projects. Similarly, Reed et al. (2014) revealed that the types of questions utilised in Higher Education settings through online platforms encompass a range of formats, including quizzes, continuous feedback (Walsh, 2015), multiple-choice quizzes (Walsh, 2015), synchronous communication tools such as Ms Zoom and Teams (Walsh, 2015), and written essays (Reed et al., 2014). This wide range of ways to test shows how flexible and adaptable online testing methods are. There are other formative assessment tools such as self-test quiz, discussion forums and e-portfolios. Muchemwa (2023) also noted that online assessments could also be conducted via online offsite and online onsite which could increase credibility when only the lecturer has prior access to the questions. Munoz and Mackay (2019) rather hint on the practical nature of a test that is relevant to the learning objectives, setting time limits, randomising questions, and inclusion of open-ended questions that require critical thinking to ensure the credibility of an online assessment whiles Hafeez (2021) stresses on the need to set practical questions that demand personalised application of what learners have been taught. Project-based assessments allow students to apply their knowledge in real-world scenarios to promote deeper understanding and engagement. Mahabeer and Pirtheepal (2019) and Halgamuge (2017) discussed the experiences and perspectives of academics regarding assessment practices, plagiarism and its impact on academic integrity and revealed the importance of using effective plagiarism detection methods such as Turnitin to maintain credibility of online assessments. Besides, Bradley and Kramer-Gordon (2023) notes that there is the need to train both faculty and learners in online assessments to create a supportive and engaging online learning environment.

Benefits Online Learning and Assessment

Several authors praise online learning for its convenience, connectivity, adaptability, and facilitation of various interactions (Gillett-Swan, 2017; Heil & Ifenthaler, 2023; Sun & Chen, 2016). Computer literacy has been incorporated into distance nursing programmes, giving teachers a range of ways to engage learners and boost their learning capacity (Vasilica et al., 2023). Preparing for a computer-savvy workplace boosts learners’ confidence and tech skills. Interactive technologies improve learners’ learning productivity, curiosity, communication, and course knowledge (Serdyukov, 2017). Online education is popular due of its flexibility. It also allows learners to work at their own pace (Aithal & Aithal, 2016), by reducing learning time (Gowda & Suma, 2017). Thus, there is the need to evaluate online learning’s effectiveness in instructing learners (Githinji, 2017).

There is the need for a well-structured curriculum that accommodates learners’ individual learning styles and preferences. Distance nursing programmes are valued largely for their educational outcomes. Githinji (2017) connects online learning with constructivism, which bases knowledge on experience. Online learners gain knowledge through practice and experience (Rapanta et al., 2020). The knowledge production process shows how e-Learning goes beyond procedures (Supriyatno et al., 2020) and according to S. P. K. Aheto (2024, p. 136) who strongly opines that during the COVID-19 global pandemic, “e-learning laws and principles were no longer being followed and adhered to.” This supports Rossi et al. (2021) and Martin and Bolliger (2018), who argue that learners must be involved in online learning to define their educational experience.

Online education can be synchronous or asynchronous (Regmi & Jones, 2020). Teaching and learning happen concurrently in synchronous online learning, while in asynchronous learning, they happen at their own pace (Laskowski, 2020). Asynchronous learners can review previous content. Learners can review material whenever they choose (Watts, 2016). Real-time online learning allows learners to collaborate on projects, debate new ideas, and engage with teachers (Laskowski, 2020). E-learning is asynchronous and decentralised, so learners can study when and where they want. Online learning lets learners’ study when and where they want (Watts, 2016). Learners can learn at their own pace (Aithal & Aithal, 2016), halving class time (Gowda & Suma, 2017).

The preference for online learning or education is sometimes dependent on the learning experiences and tools. Online tools can improve student outcomes and classroom experience when used properly (Ayite et al., 2022). Denscombe (2017) found that most postgraduate learners prefer online study tools to teacher-provided ones. Internet use allows for new types of communication, enabling increased social involvement among people of different geographical places and alleviating some of the challenges of distance learning through various online social networks (Duan, 2021). Zoom, Google Meet, and Teams allow learners and teachers to talk, share video, collaborate on whiteboards, and record sessions.

Integrating multimedia in the teaching and learning fabric in Higher Education cannot go without mention. Sejdiu (2017) advocates for multimedia employment by teachers and learners in the classroom in this age of information and communication technology. Vagg et al. (2020) study on multimedia’s usefulness in various educational settings also corroborates Sejdiu. Multimedia in the classroom promotes instruction, the studies show.

Challenges of Online Learning and Assessment

Online learning and assessment do not work for all learners or teachers. Several academics have noted that online teaching and learning is hindered by a lack of ICT infrastructure, E-learning investment, technological skills, learner support and time management in meeting assignment deadlines (Amadora, 2020). Ait Ali et al. (2023) posit that more studies should take place to investigate further the issue of continuing education with the aim of promoting and developing professional nursing skills. Present day continuous education has largely been conducted through online tools. Due to time-bound expectations and limited justification, online learning requires time management from learners. Thus, Rapanta et al. (2020) suggest that learners’ study collaborative online learning in groups to engage with each other. Educators worry that learners won’t work together to create a conducive learning environment, which will affect their marks (El Mhouti et al., 2017). O’Doherty et al. (2018) found that online teaching approaches took longer to adopt than traditional ones. In some instances, there are also no ICT standards and no framework to encourage learners (Falloon, 2020), as well as lower levels of learners and nursing educators to utilise ICT equipment (Edward & Chukwuka, 2020; Savitsky et al., 2020).

Nursing programmes are enrolling more culturally and economically diverse learners, making it harder for instructors to meet each student’s needs (Giger, 2020). Learners who are not self-motivated or organised may struggle with their studies, miss out on essential human interaction, and waste computing resources. Andragogy encourages student initiative, which may not fit learners with diverse learning styles (Knowles et al., 2020). Aljaber (2018) warns that a lack of trust in online courses and a divergence between online and distance education course administration may make online learning ineffective. Traditional e-learning has been critiqued for being “top-down” (Singh & Hardaker, 2017), however modern technologies allow learners to be more involved in their education and learn to be self-directed (Gokcearslan, 2017). Online learners are more likely to drop out because the format lacks structure and consistency (Jowsey et al., 2020). Boredom, disinterest, and fear can all cause online distance learning disengagement (Wang & Baker, 2015). Kauffman (2015) advises online educators to use and promote the best technologies to ensure programme success rather than simply solving technical concerns.

During COVID-19, researchers found that online assessment was linked to challenges like academic dishonesty through outsourcing (Sedofia & Ampadu, 2022) and impacts on learners’ well-being and social interactions (Papp & Kouros, 2021). They went on to say that dishonesty in the classroom affects everyone involved, including the honest student who may feel their efforts were not recognised. Some research works have also noted the gap in knowledge of some teachers to navigate through these educational technological tools during the transition to online learning and their difficulty to uphold credibility of assessments (Sedofia & Ampadu, 2022).

Quality and Credibility of Online Assessment

Growing concern exists over the necessity for educational institutions to accurately analyse and assess learners’ learning results in order to act as a source of motivation. Sáiz-Manzanares et al. (2020) for instance predicted an increase in learning management software and blended learning and stressed the significance of planning and managing online teaching and learning skills to enhance efficiency and productivity of educational outcomes. Several educational institutions are keen on finding the best strategies to include online learners in their curriculum. Online assessment and evaluation are as vital as face-to-face assessment (Sánchez-Cabrero et al., 2021).

Online tests should be reliable, valid and uniformly graded. It offers a selection of scoring and response-correction strategies and can be offered at different times, places, and to different learners (Felsinger et al., 2023; Gillett-Swan, 2017). Learners can be fairly and conveniently evaluated in a more adaptable online learning setting by taking tests there (Latha et al., 2022; Mukhtar et al., 2020). Dinh and Nguyen (2022) notes that the quality of assessment in education should be influenced by various factors such as good teaching practices, teaching to the content, timely release of course content and instructions, setting questions correctly, and monitoring and supervising the assessment process. In some cases, Kuehmichel et al. (2022) recommends randomisation of questions to reduce online assessment cheating.

Studies have espoused strategies to enhance credibility in the face of inadequate technological infrastructure (Sánchez-Cabrero et al., 2021). Rios and Liu (2017) for instance talks about the need to include secured login credentials, multi-factor authentication and proctoring services that use video monitoring or biometric identification. Provision of clear guidelines and instructions for learners in assessments in a controlled and secure environment, prohibiting the use of external resources, the use of question banks and randomisation techniques to generate unique sets of questions for each learner and implementing browser lockdowns are all strategies to enhance credibility (Chala, 2021). Amidst the implementation of these strategies, (Ngqondi et al., 2021) calls for a continuous monitoring and data analysis for any suspicious patterns or anomalies to help identify potential cases of cheating or irregularities that require further investigations.

Online examination systems have challenged the end-of-course summative exam, which examines learners retained, applied, and extended knowledge. However, the confidentiality of test content, verification of test-taker identity, and preservation of score validity and consistency are critical considerations in online assessments to ensure the security and overall credibility of the assessment process (Rios & Liu, 2017). Thus, the process entails the deployment of on-site proctors or designated personnel at examination centres to supervise and uphold academic honesty.

Remote or offsite online assessment necessitates participants to utilise their personal computers to access the test content from any location and at any time. During the examination, their web camera serves as a means of monitoring or supervision (Weiner & Hurtz, 2017). Rios and Liu (2017) argue in favour of utilising computer systems that are specifically designed and configured to offer a uniform test-taking environment. These systems are equipped with advanced features such as high-quality webcams and screen recorders to enhance the level of security. The adoption of remote proctoring systems may entail expenses associated with procuring the requisite hardware and software, in addition to providing instruction to educators and learners on the operation of the technology.

It may be challenging to use online evaluation tools in low-technology contexts. Literature demonstrates a mismatch between technologies, the environment, culture, and work habits (Lévy, 1999). Some learners are resistant to change and dislike using digital technology in assessment, evaluation, and education because they don’t realise how widespread computers are today. In developing countries, administrative and technical end-user help, deployment, and online assessment difficulties are neglected (Palvia et al., 2018). Online tests can accurately distinguish between passing and failing results (Ardid et al., 2015), although the literature is not systematically collated.

A case study on the application of deep learning techniques for the discovery of cheating in online tests is provided by Tiong and Lee (2021). They suggested an electronic cheating prevention system that looks for possible cheating behaviours using a combination of keystroke dynamics and image processing methods. Jiang and Huang (2022) also suggested using a mix of technological tools, such as time management software, digital forensics tools, and plagiarism detection software. They also suggested a multi-level strategy that would combine proactive steps like clearly communicating academic integrity policies with corrective ones like post-exam review and inquiry. According to Kuo et al. (2020), student satisfaction and self-regulated learning were favourably correlated with interaction and internet self-efficacy.

Learner Support Systems for Online Learning

Learner support services are an integral part of any programme designed to keep learners enrolled. It is the conduit between an educational institution and its learners. The need for learner support services arose from learners’ previous negative experiences interacting with the various parts of the services provided by their schools of higher learning (Chattopadhyay, 2014). In case of distance education, it is very vital because learners and instructors do not share the same physical space but rather requires intrapersonal interactions rather than interpersonal ones (Kumtepe et al., 2018). However, Gil-Jaurena (2014) and Kumari (2018) noted that the goal of providing learners with the resources they need to succeed in open, distance, or online education should extend beyond simply preventing learners from dropping out. According to Gil-Jaurena (2014) and Kumari (2018), student support services in open and distance education are mainly classified under academic and non-academic which include information services, guidance and counselling, library services, retention programmes, technology-based student support services, e-mentoring, peer-to-peer support services among others.

Student support services in Distance Education make it simple for learners to get hold of resources that can help them succeed in their education. Learners are more likely to drop out of school and give up on their education if they are not provided with high-quality assistance that help them develop the personal, academic, and social connections they need to succeed. Indeed, Shikulo and Lekhetho (2020) advances that providing equal educational chance requires more than just making sure all learners have access to education. To keep their competitiveness, tertiary institutions strive to provide excellent student support services to make them attractive to prospective learners. Thus, learners are more likely to leave or perform poorly if they are not provided with adequate services (Shikulo & Lekhetho, 2020) which informs the market value of the institution. In Africa, there is the urgent responsibility of higher educational institutions to improve the assistance given to learners to optimise the long-term benefits of their learners.

Despite the fact that institutions should learn from the experiences of earlier types of online education about the importance of learner support services (Gómez-Rey et al., 2016), they often hasten to put content online before creating similarly accessible support services. Kaufmann and Vallade (2022) and Hehir et al. (2021) have noted that some learners enrolled in distance learning programmes and courses have reported experiencing emotions of isolation, absence of self-direction and management, and a subsequent decline in levels of motivation. These factors are corroborated by Tinto’s (1993) institutional departure model, which posits that the extent to which learners are academically and socially integrated strongly predicts their persistence in higher education. This underlines the need for a robust support system that readily provides support to learners, especially distance or Online learners who can easily feel isolated if they do not feel connected to both the university-level and course-level (Cole et al., 2021). It worth noting that adults pursuing a degree through distance education have the most experience and insight into what constitutes a high-quality experience for them in terms of support (Gómez-Rey et al., 2016) hence should be of much importance to higher educational institutions.

Theoretical Underpinning

This study was underpinned by the Design thinking approach. This is because, Design Thinking has both theoretical and practical dimensions (Johansson-Sköldberg et al., 2013). Generally, a well-structured educational system needs serious conceptualisation, design and deployment of processes that is human centred and uses a problem-solving approach to achieve goals. As put forward by Plattner, the principles of Design thinking is valued for teaching and training in any Design related programmes (d.School, n.d.). Every education, especially, technology enhanced learning focus on student experiences that will bring about authentic learning. Design thinking uses suitable technologies and approaches to exploit for opportunities for ideal user experiences (Brown, 2008).

Design thinking focuses more on approaches of problem solving with deeper understanding of the problem and its associated effects on the opportunities and experiences (Pruneau, 2019). Nguyen et al. (2021) look at Design thinking as an iterated teamwork approach to problem solving pivoting the entire processes around the people involved. According to, “design, science and art form the basis of human cognitive ability” where science deals with commonalities among diversity. Art was explained to mean the direct opposite of science and design means the creation of feasible “wholes” from infeasible “parts.” The principles that guide any design thinking project are: Empathy (search authentic and true stories), Define (drawing the parameters from insights), Ideate (connecting the ideas), Prototype (see the end from here by putting the issues together), Test (display what is has been developed) and Iteration (redo or go over the process if possible).

Empathise

Empathy deals more with emotional attachments and what strikes most in developing the needs of persons and in this case learners. Questions asked include, what are the emotions that guide learners’ behaviours or learning experiences? How can learning tasks be designed to bring about the needed passion and lived experiences among learners (Brown, 2008, 2009). During the COVID-19 global health pandemic, nurses were classified as frontliners at the forefront of the fight against the pandemic. Hence some of these learners had to go through their studies. How do these learners who double as perform their duties as nurses at the forefront of kicking the pandemic?

Define

The stage simply addresses the issue of specificity of problem from the findings at the empathy stage. The problem is clearly spelt out with specific and realistic scope. A well-defined problem in a design process supports an achievable objective. This stage allows for reframing of the problem statement, creativity, and innovation (Johansson-Sköldberg et al., 2013). The study was defined by the nature of students, nursing students, who, traditionally would be required to take in-person professional programmes as opposed to an online education.

Ideate

At this stage, connection of the ideas where the main aim is to generate radical design alternatives is central to the entire process. This stage comes with unfitted structures to innovation. Designers are allowed to explore their ideas without limits while focussing on the topic or problem (Brown, 2008, 2009). This study is guided by the aim, to explore the lived experiences of Nursing Educators of Online Distance Education in a University in Ghana. This theory guides the study in terms of the limitlessness of what experiences Nursing students of Online Distance Education can share. The students are allowed to connect experiences and especially experiences gained during the COVID-19 global induced Online education.

Prototype

The prototype stage is when all the ideas are brought into reality. At the onset on the pandemic, there were not clear guidelines as to how education should be conducted during such an emergency. The prototype here for a nursing online distance education at the selected university interestingly existed except for the situation of the pandemic. The research into the lived experiences of Nursing students via Online Distance Education during the pandemic alone suffices for a prototype. There were a lot of trial and errors and also, success stories which has become a model and a blueprint for such programme designs (Panke, 2019).

Test

The testing stage allows for comments, feedback, and reactions on the process and offer the opportunity to refine solutions for user improvement (Brown, 2009). This research sees the testing stage as one that will offer a platform for refining learners’ lived experiences for better and memorable quality educational experiences.

Methodology

This study adopted an interpretive research philosophy, acknowledging the subjective nature of participants’ experiences. Our epistemological stance is constructivist, recognising that knowledge is socially constructed through interactions between researchers and participants. This approach aligns with our aim to understand the lived experiences of nursing educators in online distance education.

Research Design

A qualitative case study design was used in the study, which is a type of qualitative research methodology that focuses on in-depth analysis of a specific occurrence in its actual setting. This design is appropriate for the research question because it allowed for a detailed exploration of the complex and varied experiences of both faculty members and learners on their online education (Roberts et al., 2019). The flexibility allowed in a qualitative case study research design led to a richer understanding of the experiences of the respondents by exploring unexpected findings and follow-ups on interesting insights from the participants.

Our research process followed a systematic approach to ensure objectivity and rigour. After defining our research question, we developed a semi-structured interview guide based on existing literature and our research objectives. This guide was reviewed by two independent experts in nursing education and qualitative research to ensure its comprehensiveness and neutrality.

To reduce bias during data collection, we embarked on a day’s workshop to review some articles and youtube videos on proper ways to conduct qualitative interview, with emphasis on avoiding leading questions and maintaining a neutral stance. Interviews were conducted in private settings to ensure participant comfort and confidentiality. Each interview was audio-recorded and transcribed verbatim by a professional transcription service to ensure accuracy. During data analysis, we employed a team-based approach to enhance objectivity. The two researchers independently coded the first three transcripts, then met to compare and discuss our coding schemes. This process led to the development of a codebook, which was then used for the remaining transcripts. Regular team meetings were held throughout the analysis process to discuss emerging themes and resolve any discrepancies in interpretation.

Study Sample and Sampling Techniques

The researcher adopted an expert sampling procedure which is a type of purposive sampling technique to select participants who are experts in the field and can provide in-depth knowledge and insights. Thus, the researchers settled on 13 faculty members (four females and nine males) from the University of Ghana who had between 3 years to over 20 years of experiences with assessing learners through online platforms when no new information was obtained from additional participants (Tran et al., 2017). Participants included two Heads of Departments, the head of the examination unit, coordinator for learners’ support services, head of IT unit in charge of examinations and some lecturers. Their experience in online teaching and learning enabled them to reflect on their practices and provided detailed accounts of how they ensure the credibility of online teaching and learning.

Data Collection

Individual interviews were conducted face to face and over the phone to gather data on the shared experiences of Nursing students on Distance Education programme and the practices of faculty members in providing support for learners and ensuring credible examination processes and outcomes. An average interview duration of 34 min was all audio recorded and transcribed verbatim. The analysis was also helped by a field notebook where other important items were recorded. For each interview, the intention of the researcher was to capture the experiences and views of participants in upholding the credibility of assessments of learners and support services put in place for learners. Hence respondents’ views on the nature of questions set for learners were also taken. In some cases, for the heads of department, the practices and rules governing the conduct of examinations for both learners and lecturers were sought to draw out any collective efforts of faculty to ensure the credibility of examination of learners. Information on student support services was also sought from the coordinator of the student support services. Probing questions were asked in response to questions. Individual practices of participants on how they ensured that assignments presented by learners were trustworthy were also sought.

Data Analysis

The qualitative data analysis involved thematic analysis, as described by Terry et al. (2017). When applied to data, thematic analysis can reveal hidden patterns and details that would otherwise go unnoticed. Researchers’ goal was to obtain a better understanding of the study question or topic, as well as participants’ experiences, perspectives and attitudes, by identifying and exploring themes in the data. The themes were then used to create a coding system, which allowed the researchers to categorise each response based on its relevance to a particular theme. The interview recordings were first transcribed, and then they were coded. In order to become familiar with the information and identify trends, the researchers took turns to review the transcripts several times to ensure consistency of data. The initial codes were examined by the researchers individually in the second stage to create subthemes and overarching themes, while making sure to maintain the diversity of the original codes. The research question served as the basis for the analysis, which was supported by quotations that addressed the themes that had been noted. The themes were evaluated before being identified and named by the researchers, who then moved on to the actual writing stage.

Ethical Considerations

Permission from the institution was sought and informed consent was obtained from all participants before the interviews. Participants were informed of the aim of the research, their right to withdraw and the confidentiality and anonymity of the process and their data. The validity of the data was established through member verification and triangulation. Participant verification entailed presenting the findings to the participants and confirming their accuracy. Multiple data sources, such as observations and documents, were used to confirm the findings.

Ensuring Data Trustworthiness

To enhance trustworthiness, we implemented strategies addressing credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). For credibility, we used investigator and data source triangulation, as illustrated in Figure 1 and as shown in the heatmap (see Figure 2). Transferability was addressed through thick descriptions of context and diverse participant selection. We maintained an audit trail for dependability, documenting all analytical decisions. For confirmability, we employed reflexivity techniques and member checks. We also conducted negative case analysis to refine our themes. These measures aimed to produce rigorous findings that authentically represent the experiences of nursing educators in online distance education programmes in Ghana, while acknowledging the interpretive nature of qualitative research.

Figure 1.

Research procedure diagram.

Figure 2.

A heatmap of subtheme frequency by participant role.

Results

This study aimed to explore the lived experiences of nursing educators in assessment-related issues within an Online Distance Education programme at the University of Ghana. Specifically, we sought to answer the question: “What is the extent of lived experiences of nursing educators (including top managers) in assessment related issues in an Online Distance Education programme?”

The analysis of interviews with these faculty members and administrators revealed several significant themes related to online assessment in nursing education. Twelve major themes emerged, focussing on the mode and credibility of online assessments and learner support systems.

Key findings include the distinction between online offsite and online onsite assessments, each presenting unique challenges and opportunities for ensuring credibility. The use of technology, particularly the Sakai Learning Management System and Turnitin software, emerged as crucial tools in maintaining assessment integrity. Educators emphasised the importance of question design, with a trend towards practical, application-based assessments to minimise cheating and enhance learning outcomes. The study also highlighted the significance of faculty training, regular evaluation of learners, and the implementation of robust student support services. Challenges in ensuring credibility in offsite examinations were noted, with many educators preferring onsite online assessments for high-stakes exams. These findings have important implications for online nursing education, suggesting a need for a multifaceted approach to assessment that balances technological solutions with pedagogical innovations. The results underscore the ongoing evolution of distance education practices and the importance of continual adaptation to ensure both academic integrity and effective learning in online environments.

Mode of Online Assessments

It came out that online assessments could be done in two ways, online offsite and online onsite assessments. The data on this theme reflected the findings of Muchemwa (2023) who referred to offsite assessment as one conducted remotely, with participants located at different places and onsite assessments as one conducted in a physical location such as computer labs or examination halls. For instance, respondent 7 had this to say on onsite and offsite online exams:

… we have online offsite; it is whereby I give an assignment; you have a specific time for all learners to meet online for the work and submit. It could either be MCQ or essay. You must be online, if it’s one hour or 2 hours and submit your work within the stated period.

Online onsite; learners come to the computer lab face to face. The questions are set online for learners to sit in the class or lab to do and submit. Those are the two modes of online assessment.

This quote exemplifies the theme by clearly defining and contrasting the two modes of assessment. It reveals that educators are adapting traditional assessment methods to online environments, maintaining time constraints and supervision where possible. The participant’s experience suggests a structured approach to online assessment, attempting to mirror traditional exam conditions in a digital space.

Credibility in Online Onsite Assignments

The data on credibility of online assignments` corroborates the work of Latha et al. (2022) that online exams are considered efficient, usable, reliable and have been found to be more advantageous than conventional paper-based exams in terms of grading and overall time, effort and expenditure (Felsinger et al., 2023). Gudino Paredes (2021) affirms that online exams set by lecturers can be credible because only the lecturer has prior access to the questions which might not be the case for traditional exams.

Respondent 8 highlighted the perceived credibility of online onsite exams:

If it’s a sit-down exam on campus, then you are sure of some credibility. I think most online exams set by lecturers are very credible because it’s only the lecturer who has prior access to the questions unlike the traditional exams.

This quote demonstrates the educator’s confidence in the integrity of online onsite exams. It reveals that controlled access to exam questions is seen as a key factor in maintaining credibility. The participant’s perspective suggests that online onsite exams may even offer advantages over traditional exams in terms of question security.

Respondent 9:

Some exams are taken onsite. That is, it is taken on campus at the laboratory. I can also vouch that on site exams are credible because there are invigilators. Essay questions are also timed to be completed on site.

Furthermore, the convenience afforded by online assessments, as noted by three respondents, aligns with recent scholarship on the subject. Specifically, Gillett-Swan (2017), Sun and Chen (2016), and Heil and Ifenthaler (2023) have all found that online platforms can provide significant convenience and flexibility advantages for both students and educators when it comes to assessments. The study confirms this within the collected data, with respondents highlighting ease of access, ability to complete assessments according to personal schedules, and the capacity to utilise preferred devices as major benefits to web-based evaluations. Thus, the notion of online assessments offering a convenient alternative to conventional in-class tests resonates both within existing literature as well as among participants in this research

So, the student sees his score on the Sakai likewise the instructor. It is recorded straight away into the assessment gride. So, you see some form of fairness; you see your grade, the lecturer also sees your grade and you can’t say that it is not fair, or you have been marked well.

Credibility Issues with Online Offsite Assignments

Online offsite exams were seen not be very credible due to the lack of monitoring systems to ensure credibility and rigour in learners’ assignments. Thus, issues such as impersonation and cheating are quite difficult to control.

The credibility of online offsite examinations elicited concerns, as study participants perceived a lack of adequate proctoring controls to uphold assessment rigour and integrity. Specifically, the inability to kerb impersonation and cheating within unsupervised cyber environments was cited as a key credibility deterrent, resonating with Tiong and Lee’s (2021) assertions that verifying test-taker identities and preventing misconduct poses persistent technological hurdles. Consequently, reservations around upholding academic honesty standards without strict identity verification or surveillance measures in place presents a significant validity threat for unproctored online tests. This was supported by responses from the respondents below:

Respondent 2 expressed concerns about the credibility of offsite exams:

Offsite exams might have some credibility issues because it can’t be monitored properly outside campus. The system is open for a week or two to do your assignments or take-home exams. For that one we cannot really tell whether learners do the work on their own or they get some support from somewhere. So that one, the credibility is a bit low.

The quote above exemplifies the challenges educators face with offsite assessments. It reveals a lack of confidence in the ability to monitor these exams effectively, highlighting concerns about potential academic dishonesty. The participant’s experience suggests that the extended time frame and lack of direct supervision in offsite exams pose significant challenges to maintaining assessment credibility.

Respondent 5:

There is a propensity for learners to give a litany of excuses (network failure, no electricity, etc.) for not completing a test from their homes or wherever in offsite exams. So, I would always go in for online onsite exams. Some lazy learners take advantage. Until we limit the human interruptions in the system, it would be hard to conduct offsite exams. How do you verify such claims? That is the reason offsite exams are discouraged at least for now until we have the systems in place.

Respondent 9:

Due to the unforeseen issues about offsite exams, I try to dodge that. So, for example I organised online offsite or online onsite quiz. But for the exams, I love taking hard copies which is done face to face onsite.

The above statement echoes the widespread apprehensions noted by Ngqondi et al. (2021), Respondent 9 largely avoids implementing online offsite examinations in practice, preferring face-to-face, on-campus paper tests instead. This reluctance might stem from the educators’ inability to effectively oversee students situated across distributed computer labs nationally, exacerbating existing concerns around academic integrity breaches in cyber settings. These insights provide further confirmation that addressing oversight limitations remains imperative for diffusing uncertainty regarding online exam credibility.

Furthermore, it came out that learners and some instructors faced some challenges regarding online offsite examinations.

Respondent 2:

For example, during online or onsite exams there could server shout down or light off, some learners lose their work and others get their works submitted automatically. Hence, we take the responsibility of correcting and adjusting all these anomalies for learners to submit in the right way.

Nature of Questions Set

In contrast to lecture-based teaching strategies, which are judged unproductive and irrelevant (Mackay, 2019), a sizable percentage of respondents stated that learners should be encouraged to take an active role in their own education. In order to pass tests, learners are forced to use various dishonest methods due to their ability to reproduce exactly, which stifles their inventiveness in critically attempting questions. Aligning with Hafeez’s (2021) assertions, the majority of respondents emphasised assigning practical exam questions necessitating personalised application of instructional content. This underscore preferences for evaluation formats which elicit individualised demonstrations of acquired knowledge and skills rather than sterile replication.

Respondent 3 emphasised the importance of practical exam questions:

Here, the credibility lies with the lecturer. For example, cheating in my assessment is very difficult. Example, for my master’s learners, there is no way somebody can do it for you in my take home assignments. This is because the exams are practical. Exams are based on what you were taught and experienced in class. So, it is not like what is this or go and look into this one.

This quote illustrates the strategy of using practical, experience-based questions to enhance assessment credibility. It reveals that educators are adapting their assessment methods to the online environment, focussing on applied knowledge that is harder to falsify.

Respondent 1:

Sometimes I give very practical examination questions that might not need Turnitin. Assessment types like project work, developing a portfolio or a magazine and practical works give room for minimum cheating or lazy work.

Echoing Dinh and Nguyen (2022), the findings indicate assessment quality as underpinned by an interdependent “chain of events” spanning instructional design, content delivery, test construction, oversight, and analysis. This highlights the situated, multidimensional nature of evaluations, residing within wider pedagogical ecosystems that shape their appropriateness and value (Ayandiran, 2016). Thus, there is the need for alignment across activities, relationships, tools, standards and policies threaded throughout the learners’ learning environment. Reponses below confirm the need for educators to consider carefully the nature of assessments deployed to adult learners:

Respondent 5:

You see, anytime you are doing something, and you are not being supervised, you always have your way around it. So, my learners for instance, I make sure to drill them properly before giving take home exams. So, the learners know me to always set difficult and applicable questions. The work will demand learners to do a thorough research on assignments. In fact, instructions on taking home could even demand the use of specific document from the school library. This way, you are assured that the student might not cheat.

Respondent 7:

The nature of the questions is very important to the credibility of an assessment. A student can never have a way to cheat in exams or assignment if it is set well. At least learners may not find direct answers to questions however help they get.

Respondent 6:

The principles for the development of the course must be followed. Mind you, courses are approved based on the activities they aspire to offer hence must be taught to the latter. Exams questions should not lead learners to the answers.

A respondent recounted how he uses his online assessments to stirrup the student’s research abilities through rigorous research into assignments:

This makes them add up to knowledge when they research for answers to the question. Learners would have to apply what they have been taught or trained to do. You need to put your critical thinking capabilities to answer such questions. When the questions are set right, it doesn’t matter where the student takes the exams and the type of questions set.

Training of Faculty and Learners

Some respondents agreed to attending training sessions on how to set and administer questions to their learners. Specifically, some respondents highlighted integrating Bloom’s taxonomy for developing psychometrically-sound questions assessing higher-order objectives and prioritising faculty development around crafting applied, context-specific questions over investing in strict oversight controls. Bradley and Kramer-Gordon (2023) alludes that such capacity would encourage instructors to set the right questions rather than defaulting to readily available internet questions vulnerable to cheating.

Well, your interest was in exams but then it’s a whole value chain. It’s about setting questions and not just the administering. So, we are also about to train lecturers on how to set questions. For instance, in one of our last workshops, I took it upon myself to run the lecturers through the Brooms taxonomy. Because if you don’t understand the brooms taxonomy, it becomes difficult to set objectives and to know the outcome of questions. We intend to scale that part so that once lecturers have a grip of the Brooms taxonomy, they can be able to set questions across board.

The above quote demonstrates the institution’s recognition of the need for comprehensive faculty training. It reveals a holistic approach to improving online assessment, focussing not just on administration but on the fundamental skills of question setting.

Respondent 4:

Too many resources are wasted on ensuring credibility of exams. I think it is more profitable to invest in training and encouraging instructors to set the right questions. Learners should be exposed to practical ways of solving problems. Lecturers should avoid giving internet questions to learners.

Randomisation of Questions

Some responses on randomisation were consistent with the findings of Kuehmichel et al. (2022) that the use of a multiple-choice randomised online examinations in which the answers and questions are shuffled around for each individual student could be a valuable tool in reducing cheating in examination. This reinforces growing empirical evidence (Kuehmichel et al., 2022) that such shuffling measures strengthen guardianship controls against misconduct in unproctored digital settings. One respondent remarked that:

Respondent 9:

In the MCQs, learners are given more than the questions they are supposed to answer and randomised. So, when it is randomised, learners cannot have the same questions and question numbers.”

This quote exemplifies the use of technology to enhance assessment integrity. It reveals that educators are leveraging the capabilities of online platforms to create unique exam experiences for each student, reducing opportunities for collusion.

Respondent 5 expressed her confidence in the quality of assessment of learners in respect to randomisation of questions in the following words:

For that one I know it’s very credible because most of the questions are reshuffled so your number one may be my number two. So, there is no way you see them coping because it has been reshuffled and the moment you finish the exams you score displays for you to see.

The statement above was corroborated by Respondent 4 who also stated:

… I know it’s very credible because most of the questions are reshuffled so your number one may be my number two. So, there is no way you see them coping because it has been reshuffled and the moment you finish the exams you score displays for you to see.

Reliance on Similarity Software-Turnitin

All respondents remarked on how valuable and necessary the Turnitin service is for evaluating student work. All respondents agreed that it facilitated authentic work detection and guaranteed the validity of student work. This emphasised the works of Mahabeer and Pirtheepal (2019) and Halgamuge (2017) who discussed the experiences of using plagiarism tools to improve credibility of assignments. This assertion can be seen in the following views of some respondents:

Respondent 1:

I could also say that because we use the Turnitin to check for plagiarism, it makes the credibility better. Though they may get support from somewhere, the plagiarism software helps to minimise copy works.

Respondent 2:

So, whatever the student submits passes through a system which makes sure that whatever the student submits is an independent work. If it has been plagiarised, it means that somebody’s work was picked and the student brought it for assessment so for us to be sure that whatever the student submits is credible, we make sure that the learners assessment passes through a system and that is what we use to ensure credibility.

Respondent 2:

I also use Turnitin to run reports. In one of such, I found out that one guy who was not regular in class copied somebody’s work… Turnitin helps to prevent multiple submission of the same assignments.

The quotes above illustrate the reliance on technological tools to maintain academic integrity. It reveals that while educators recognise the limitations of such tools, they view them as valuable aids in ensuring the originality of student work.

Critical Reading of Assignments

Among other things, respondents or instructors also made critical analysis of answers presented by learners to establish credibility and a trusted source of information:

Respondent 3:

If I read through and it is not the way you write, I will know you didn’t do it. I know the capabilities of the learners we are working with. So, if you write and it is not your usual way of writing, I will know. I mostly go online and check or clear those doubts, especially through Turnitin. So, what I mean is you would have to read critically to know similarities and others. Most learners are found of copying from online materials. I fall on Turnitin for most of the research work I give out to learners.

This quote illustrates the personal approach some educators take to ensure assignment authenticity. It reveals that experienced educators rely on their familiarity with students’ writing styles as an additional check against academic dishonesty.

Respondent 6 also expressed his views about paying particular attention to the style and tone of learners work:

I try to be critical with my readings to be able to realise if learners provided the same answers if not you can’t help it.

Regular Evaluation of Learners

Some respondents were of the view that regular evaluation of learners would build up them towards the production of quality and credible solutions to assessments. These emphases Test as one of the principles that guide any design thinking (Brown, 2009) project and the need to regularly evaluate learners on what they have learnt and systems deployed for such evaluations. Frequent assessment of learners improves the output as they constantly prepare themselves towards a major assessment. Thus, they proposed the intensification of formative assessments which would prep them up to a summative one. This gives learners a sense of direction as to what and how to learn to prevent route learning and lower order ways of setting and answering questions by instructors and learners respectively.

Respondent 4:

Lecturers must strive to evaluate their learners after each lesson. Learners will own what they have been taught and reproduce it whenever asked. Set in-depth questions. Theories for curriculum development talk about letting learners interact with the concept hence learners should be given all learning materials ahead of time.

Respondent 1:

In terms of the assessment, what I do is that I give the student assignments, for every course or topic. So, if there are 12 weeks in the academic semester, at least after every other course, there is an assessment or assignment for the student to be learning to produce what they have learnt. I give the assignment through the Sakai LMS and learners submit their results on the Sakai.

This quote demonstrates a strategy of frequent, low-stakes assessments. It reveals an educational philosophy that views assessment as an ongoing learning tool rather than just a final evaluation.

Student Support Services

It was revealed that the university has several support services for learners which come in different forms and levels. The student support services include off campus library facilities, on campus library facilities, online and offline libraries, computer laboratories, counselling units, student help desk, material development unit, office of the dean of learners, scholarship and financial assistance student representatives and the Frequently Asked Question tool on Sakai LMS. His multi-tiered scaffolding largely aligns with Babacan and Thurgood’s (2021) framework where successful online retention relies on coordinated technological, academic, and social systems supporting inclusivity for dispersed cohorts. However, on-the-ground outreach may prove crucial for marginalised groups.

The head of department for the Distance Education Department outlined the student support services in this statement:

Respondent 2:

So, one of the units in the department is called Student Support which is manned by an officer. So, student seek help from there. But this is not limited to only the unit, learners are at liberty to seek assistance from other lecturers. Again, at the centers, there are staff or faculty members there to render assistance to learners. We have also provided an online counseling site on the Sakai LMS for learners to send in their requests. So, these requests and emails come directly to a staff who attends to them. Of course, DE learners are highly challenged so we have put in these measures to assist them. There are some departments with coordinators for distance education like Nursing, Psychology, sociology. These coordinators are also directly in touch with learners under their departments and assist them.

It could be inferred from this respondent that there is a multi-faceted approach to student support. This reveals an institutional commitment to providing various avenues for student assistance, recognising the unique challenges of distance learning.

The Director in-charge of technical support of the Distance Education (DE) department also captured the assistance given to supports by his outfit in the following words:

Respondent 7:

For Sakai LMS, they have the Sakai Support. So, we have an email addressing system, a hotline that you can call, an office that you can go to, and we have somebody at the help desk; the UG Help Desk. Personally, I receive calls even at midnight. A lecturer can call you even at midnight for help. You know the Sakai works 24/7 so people ask for help anytime. Sometimes I have to even come to office on Sundays to fix the problems of learners and lecturers. For DE, we have student support unit. I have even written for a help desk or set up only for DE for 24 hours which they can call in for assistance. We also have Frequently Asked Questions on Sakai. Learners can get some solutions from there. They are simple step by step approach of videos of solving issues.

Systems to Deal with Examinations Malpractices

To ensure quality delivery of assessments in the department, the department largely applies sanctions spelt out in the University’s Instructions to Candidates and Examination Malpractice. Almost all respondents accented to the referral of learners caught in exams malpractice to the examination board.

Respondent 5:

There is malpractice code which regulates the punishment for defaulters. So, depending on the nature of the malpractice you will be sanctioned accordingly. For example, a student is given grade Z to show all results in the semester are cancelled or grade X for only a paper cancelled. So, it depends, some are even given expulsion or semester exemption. A defaulter signs a hearing notice and calls upon later by a committee to respond. A report is sent to the joint examiners board to determine the kind of sanction. When you are caught your ID number is tagged so that your lecturer cannot even record your marks. Some malpractices are dealt internally by lecturers like copying in take home assignments in the form of reducing marks of culprits.

This quote demonstrates the existence of formal systems to address academic dishonesty. It reveals a structured approach to maintaining academic integrity, with clear consequences for violations.

Use of Proctoring System

The findings indicate desire for remote assessment systems enabling secure exam administration irrespective of learner location. The system accesses the candidate’s webcam directly into the eyes of real-life examiner who watches the process unfold in real time. The proctoring service is also able to see the user’s desktop activity through a screen-sharing application. Accordingly, most respondents endorsed procuring dedicated proctoring software to uphold cyber evaluation integrity. Surveillance capabilities such automated secondary person detection via algorithms, device camera video feeds enabling human proctoring, screen activity monitoring, and environmental audits were cited capabilities for persistent oversight. Thus, sentiments largely resonated with scholarly discourse situating AI-enabled automated proctoring as a promising integrity solution but contingent on resolving non-trivial practical challenges around infrastructure, training, privacy, equity, and accessibility first (Rios & Liu, 2017).

The views of some respondents are shared in the following:

Respondent 3:

The best thing for now is to get the proctoring software.

Respondent 4:

We have proctoring software which we are trying to acquire for the university. For that one, wherever that you are, you will be under surveillance when taking test. If even goes on to detect the presence of others who are not supposed to be close to you when writing the exams. It easily flags other unwanted people during tests. So, the learner should be in the room alone for the online test without interruption.

This quote illustrates the institution’s consideration of advanced technological solutions for remote exam supervision. It reveals an awareness of cutting-edge tools in online assessment, while also highlighting that implementation is still in progress.

Respondent 8:

We want to bring in what we call proctoring systems, but you know we have a situation where most of our learners have not been able to procure their own computers. If the proctoring system will work effectively, each candidate should have his own laptop or tablet with a camera so that we can monitor. Hence, it’s difficult to do that.

Figure 2 shows a snapshot of how frequently subthemes were mentioned by participants in different roles to help identify patterns in concerns or focuses across different positions. For instance, on the subtheme of ensuring Question design came up strongly among participant lecturers seem to be silent on proctoring systems which could add to the credibility of conducting assessments. However, examination officer was keen on the potential of using proctoring systems for examinations to improve credibility.

Discussion

This study set out to explore the lived experiences of nursing educators, including top managers, in assessment-related issues within an Online Distance Education programme at the University of Ghana. Our primary research question was: “What is the extent of lived experiences of nursing educators in assessment related issues in an Online Distance Education programme?” The findings provide rich insights into this question, revealing a complex interplay of challenges and innovative solutions in online nursing education.

The results align with constructivist learning theory, which emphasises knowledge construction through experience and interaction (Githinji, 2017). This is evident in the educators’ focus on practical, application-based assessments, particularly in online onsite exams. The study’s findings on the challenges of credibility in online offsite exams echo concerns raised by Jowsey et al. (2020) about the potential for academic dishonesty in unsupervised online environments. However, the educators’ strategies for mitigating these risks, such as question randomisation and use of plagiarism detection software, demonstrate innovative approaches to maintaining assessment integrity.

These findings not only answer our research question but also extend our understanding of how nursing educators navigate the complexities of online assessment. The emphasis on faculty training and support, the implementation of comprehensive student support services, and the application of Design Thinking principles in assessment design all contribute to a nuanced picture of the lived experiences of educators in this context.

The emphasis on faculty training and support aligns with recommendations from Bradley and Kramer-Gordon (2023), who stress the importance of preparing educators for online teaching and assessment. This study contributes to the field by highlighting specific areas where training is crucial, such as question design and use of learning management systems. The findings on student support services corroborate the work of Babacan and Thurgood (2021), who emphasise the importance of comprehensive support systems in distance education. This study extends their work by providing specific examples of how such support is implemented in a nursing education context.

Moreover, the use of Design Thinking principles (Brown, 2009) in assessment design, particularly in the iterative improvement of assessment methods, represents a novel approach in online nursing education. This aligns with the “Test” principle of Design Thinking and demonstrates how educational theories can be applied to enhance assessment practices. Thus, this research adds to the bid of highlighting interplay between technological tools, pedagogical strategies, and institutional policies in ensuring effective and credible online assessments.

Limitations and Future Research

This study has some limitations that should be considered when interpreting its findings. The research focussed exclusively on the University of Ghana’s nursing programme, limiting the generalisability of results to other institutional contexts within Ghana and beyond. The participant sample showed a significant gender imbalance (four females, nine males), which may not fully represent the diverse perspectives of nursing educators. Additionally, while the study provided rich insights into educators’ experiences, it did not incorporate student viewpoints, potentially missing important perspectives on the effectiveness and challenges of online assessment methods. The study primarily focussed on assessment aspects, while valuable, may not capture the other aspects of the online learning experiences in nursing education. These limitations suggest several directions for future research, including comparative studies across multiple Ghanaian institutions offering similar nursing programmes, investigations incorporating both educator and student perspectives, and research on the effectiveness of proctoring systems in resource-constrained settings. Longitudinal studies tracking the evolution of assessment practices and their impact on learning outcomes would also be valuable, as would research examining culturally specific challenges in online nursing education within the Ghanaian context.

Recommendations

Future research should expand the scope of investigation into online nursing education in Ghana. We recommend conducting comparative studies across multiple institutions offering similar nursing programmes to enable results comparability and broader understanding of assessment practices. Research could integrate both educator and student perspectives to provide a more comprehensive view of online assessment effectiveness. Given the technological challenges identified in this study, investigation of proctoring systems’ efficacy in resource-constrained settings is crucial for improving assessment credibility. Additionally, longitudinal studies should track the evolution and impact of assessment practices over time, particularly focussing on how different approaches affect learning outcomes and academic integrity. Research should also examine culturally specific challenges in online nursing education within the Ghanaian context, considering local technological infrastructure, teaching traditions, and student needs.

Conclusion

This research aimed at identifies exploring the lived experiences of nursing educators (including top managers) in assessment related issues in an Online Distance Education programme. This further led to an interview of a total of 13 top managers and educators (four females, nine males) who primarily organise, coordinate and administer Distance Education programmes at the University of Ghana including the Nursing programme. Twelve themes were generated from a thematic analysis through interviews. The assessment issues found are numerous and vast. They were discussed under the 12 themes. They include Credibility, Randomisation of questions, Training of faculty and learners, Reliance on Similarity software-Turnitin, Regular evaluation of learners and Systems to deal with examinations malpractices among others. It was found that software such as proctoring and Turnitin software served as aids in the assessment process in online education. Researchers recommend for further research to cover at least two institutions that run Online Distance Education Nursing programme in Ghana so that the compared results can enrich the lived experiences of educators on online distance education professional programmes.