Examining the Namibian College of Open Learning’s readiness for online assessments

Abstract

This study investigated the readiness of the Namibian College of Open Learning (NAMCOL) to adopt online assessments in a virtual environment. Guided by the Technology Acceptance Model (TAM), the study evaluated the adequacy of NAMCOL’s Information and Communication Technology (ICT) infrastructure and the readiness of students and educators to design, conduct, and participate in online assessments. A qualitative interpretivist multiple case design was used, and open-ended questionnaires were completed by 47 participants (eight programme overseers, 15 educators, and 24 students). Findings revealed mixed readiness levels across groups in which 12 (50%) students rated their computer skills as intermediate, while 21% (5) were beginners. Although 15 students (63%) accessed the internet through home Wi-Fi, 9 (37%) experienced unstable connectivity. A majority of 18 students (75%) felt ready for online assessments but cited poor network coverage, device limitations, and unfamiliarity with the Moodle platform as barriers.  Educators reported full access to ICT devices and the internet connectivity; however only nine (60%) felt confident designing online assessments, indicating training gaps. Programme overseers expressed the greatest concern, with six (75%) stated that NAMCOL’s current infrastructure, characterised by weak internet reliability, outdated equipment, and the absence of a proctoring system, was insufficient for online summative assessments.  The study concluded that NAMCOL has emerging capacity for online assessment but faces significant infrastructure, connectivity, and digital skills challenges. Recommendations include upgrading ICT infrastructure, enhancing nationwide connectivity, offering continuous training for educators and students, piloting online assessments before full adoption, and strengthening technical support mechanisms. The research study contributed to the body of knowledge on the multi-faceted relationship of technological readiness, concern, and perceived benefits in online assessment deployment.