Optimising Online Assessment of French on LMS: Lessons from Uganda’s Covid-19 Experience
Abstract
Online learning and teaching have garnered substantial academic interest in education, with numerous studies investigating their impact on learner motivation, engagement, and participation, especially in Western contexts. However, current scholarship remains disproportionately concentrated in Western and Oriental settings, resulting in a paucity of data from other regions. This study seeks to address this gap by examining learner-student perspectives on online assessments, with particular attention to summative examinations in French as a Foreign Language (FFL) in the sub-Saharan African context. This article investigates the FFL assessment situation in Uganda following the COVID-19 pandemic. It examines the benefits and challenges of online assessments on the Makerere University Electronic Learning Environment (MUELE) platform as well as strategies deployed by lecturers and students of FFL. The Technology Acceptance Model anchors the study. Researchers adopted a descriptive qualitative action research strategy. Lecturers and students (n=14) responded to questionnaires and participated in Focus Group Discussions. Our findings show that online assessment of FFL in Uganda is hampered by poor technological infrastructure and limited ICT skills among students and lecturers. Reliable internet connectivity, enhanced digital assessment literacy for staff, and robust institutional policies are urgently needed to support effective online examinations
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References
Afzal, A., Khan, S., Daud, S., Ahmad, Z., & Butt, A. (2023). Addressing the Digital Divide: Access and Use of Technology in Education. Journal of Social Sciences Review, 3(2), 883–895. https://doi.org/10.54183/jssr.v3i2.326
Agbo, J.K., & Kaiza, E.K. (2023). Les défis de l’évaluation du français langue étrangère en ligne: le cas de l’université du Ghana. Legon Journal of the Humanities, 34(1), 66–91. https://doi.org/10.4314/ljh.v34i1.3s
Ali, L., & Dmour, N. A. H. H. A. (2021). The shift to online assessment due to COVID-19: An empirical study of university students, behaviour and performance, in the region of UAE. International Journal of Information and Education Technology, 11(5), 220–228.
Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and challenges of using e-assessment. International Journal of Information and Education Technology, 8(1), 34–37.
Ardiansjah, M. R. B. B., & Wan Mokhtar, W. I. (2024). French Language Students’ Perception of Online Learning during Post-COVID-19. Gading Journal for Social Sciences, Volume 27, Special Issue: Language and Education, October 2024, 59-73
Aworanti, O. A. (2016). Information and Communications Technology (ICT) in Nigeria Educational Assessment System - Emerging Challenges. Universal Journal of Educational Research, 4(6), 1351 - 1356. DOI: 10.13189/ujer.2016.040612.
Al-Maroof, R.S., Alshurideh, M.T., Salloum, S.A., AlHamad, A.Q.M. & Gaber, T. (2021). Acceptance of Google Meet during the spread of coronavirus by Arab university students. Informatics, 8(24):2–17.
Ampadu, E., & Sedofia, J. (2021). Covid-19 and Emergency Education Strategies in University of Ghana: Students’ Challenges with Emergency Remote Learning. In: C. Bissessar (Ed.) Emergency Remote Learning, Teaching and Leading: Global Perspectives. (pp. 103-119) Springer International Publishing. https://doi.org/10.1007/978-3-030-76591-0_6
Audet, L. (2011), Les pratiques et défis de l’évaluation en ligne. Réseau d’enseignement francophone à distance (REFAD).
Chapelle, C.A., & Voss, E. (2016). 20 years of technology and language assessment in language learning and technology. Language Learning and Technology, 20(2), 116-128.
Cirera, X., Comin, D. & Cruz, M. (2022). Bridging the Technological Divide – Technology Adoption by Firms in Developing Countries. World Bank Publications, World Bank Group, Washington, DC.
Davis, F.D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340.
Davis, F.D. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results. Doctoral Thesis, Massachusetts Institute of Technology.
Denscombe, M. (2010), The Good Research Guide for small-scale social research projects-Fourth Edition. McGraw-Hill: Open University Press.
Dizon, G. (2016). Measuring Japanese EFL Student Perceptions of Internet-Based Tests with the Technology Acceptance Model. The Electronic Journal for English as a Second Language, 20(2), 1–17.
El gazi, S. & Ibrahimi, A. (2024). Digital literacy and teaching and learning of French as a foreign language. World Journal of Advanced Engineering Technology and Sciences, 12(02), 841–852
Elzainy, A., El Sadik, A., & Al Abdulmonem, W. (2020). Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. Journal of Taibah University Medical Sciences, 15(6), 456–462.
Enala, S.L., Jiyou J., Mulubale S., Mambwe E., & Mwila, K. (2023). Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University. SN Computer Science 4:328, 1-15 https://doi.org/10.1007/s42979-023-01729-w
Fernandez-Batanero, J.M., Montenegro-Rueda, M., Fernandez-Cerero, Tadeu, P. (2022). Online education in higher education: emerging solutions in crisis times. Heliyon 8(8).
Fortuna, A.J., Dumapias, M.A.R., Maria E. L. Tabada, M.E.L., & Bulilawa, R.Y. (2023). Challenges and Coping Strategies of BPED Students in Times of the Pandemic. International Journal of Research Publications· https://doi.org/10.47119/ijrp10013711120235689
Francisco, C., Pedrera, J., & Madalina, M. A. (2024). Lived Experiences of University Students with Limited Internet Connectivity in Online Distance Learning. Journal of Interdisciplinary Perspectives, 2(10), 93–109. https://doi.org/10.69569/jip.2024.0412
Heil, J. & Ifenthaler, D. (2023). Online assessment in higher education: A systematic review. Online Learning, 27(1), 187-218. DOI: 10.24059/olj.v27i1.3398)
International Telecommunication Union (ITU). (2020). Measuring digital development: Facts and figures 2020. ITU.
Iskandar, N., Ganesan, N., & Maulana, N. S. E. A. (2021). Students’ perception towards the usage of online assessment in University Putra Malaysia amidst COVID-19 pandemic. Journal of Research in Humanities and Social Science, 9(2), 9–16.
Kasper, G., & Rose, K.R. (2001). Pragmatics in language teaching. New York: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524797.003
Khan, M. A., Nabi, M. K., Khojah, M., & Tahir, M. (2021). Students’ perception towards e-learning during COVID-19 pandemic in India: An empirical study. Sustainability, 13(1), 57-71.
Kintu, M.J., Zhu, C. & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. Int J Educ Technol High Educ 14, 7, 1-20. https://doi.org/10.1186/s41239-017-0043-4
Kisanga, D. & Ireson, G. (2015). Barriers and strategies on adoption of e-learning in Tanzanian higher learning institutions: Lessons for adopters. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2015, Vol. 11, Issue 2, pp. 126-137.
Loi, C. & Ang, M.C.H. (2022). Online Learning and Online Assessments: Attitude Change and Students’ Perceptions. Malaysian Journal of Social Sciences and Humanities, 7(4), 1-19. https://doi.org/10.47405/mjssh.v7i4.1412
Madden, N. O., Higgs, R., Gordon, S., & Chambers, R. (2025). Students’ Perceptions of Kahoot!, Gamification, and the Role of Instructor in Online French as a Foreign Language Classes in Jamaica. International Journal of Language Instruction, 4(3), 1-21. DOI: https://doi.org/10.54855/ijli.25431
Magasu, O., Mileji, P., & Lubbungu, J. (2021). E-learning in the “New Normal’ on Students at Kwame Nkrumah University in Zambia: Inclusive or Exclusive. International Journal of Research and Scientific Innovation, 8(2), 208-214.
Majola, M. X., & Mudau, P. K. (2022). Lecturers’ experiences of administering online examinations at a South African open distance e-learning university during the COVID-19. International Journal of Educational Methodology, 8(2), 275-283. https://doi.org/10.12973/ijem.8.2.275
McDonald, N., Fogarty, E. S., Cosby, A., & McIlveen, P. (2022). Technology Acceptance, Adoption and Workforce on Australian Cotton Farms. Agriculture, 12(8), 1180.
Montenegro-Rueda, M., Luque-de la Rosa, A., Sarasola Sánchez-Serrano, J.L., & Fernández Cerero, J. (2021). Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review. Sustainability, 13, 10509. (1-13) https://doi.org/10.3390/su131910509
Mpofu, P. & Machingauta, T. (2024). Challenges and strategies for effective online examinations in higher education institutions: Insights from lecturers and students. International Journal of Educational Management and Development Studies Volume 5 Issue 2 June 2024 DOI: https://doi.org/10.53378/353068.
Mundo, D. G. S. D., Malangen, A. D., & Cruz, O. D. (2022). Challenges and Coping Strategies of Maritime Instructors and Students in An Online Distance Learning (ODL) Environment. International Journal of Multidisciplinary: Applied Business and Education Research, 3(2), 288-302. https://doi.org/10.11594/ijmaber.03.02.14
Muñoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J. P., & Akmal, M. (2021). Remote Learning during Covid-19. Lessons from Today, Principles for Tomorrow. World Bank Group.
Mutula, S.M. (2008). Digital Divide and Economic Development: Case Study of Sub-Saharan Africa. The Electronic Library; Oxford, 26(4), 468-489.
Ndibalema, P. (2025). Digital literacy gaps in promoting 21st century skills among students in higher education institutions in Sub-Saharan Africa: a systematic review. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2452085
Ngqondi, T., Maoneke, P.B., & Mauwa, H. (2021). A secure online exams conceptual framework for South African universities. Social Sciences & Humanities Open 3, 3(1), 1- 12. https://doi.org/10.1016/j.ssaho.2021.100132 Elsevier
Olum, R., Atulinda, L., Kigozi, E., Nassozi, D. R., Musoke, D., & Bongomin, F. (2020). Medical education and E-learning during COVID-19 pandemic: Awareness, attitudes, preferences, and barriers among undergraduate medicine and nursing students at Makerere University, Uganda. Journal of Medical Education and Curricular Development, 7, 2382120520973212.
Ouma, R. (2019). Transforming university learner support in open and distance education: Staff and students perceived challenges and prospects, Cogent Education, 6:1, 1658934, DOI: 10.1080/2331186X.2019.1658934
Rajeh, A.N., Darweesh Q.A., Sulieman A., & Elmagzoub Eltahir, M. (2022). Students’ Perspective on Online Assessment during the COVID-19 Pandemic in Higher Education Institutions. Information Sciences Letters: Vol. 11:I. Available at: https://digitalcommons.aaru.edu.jo/isl/vol11/iss1/10
SABER Annual Report (2020) Retrospective Review. Transforming Education Systems: Accelerating Foundational Learning for Everyone. World Bank Group.
Sebuyungo, E. (2021). Optimiser l’apprentissage du français en ligne sur le dispositif MUELE en Ouganda. Revue Della/Afrique, No. Spécial, Covid-19, Février 2021, EFUA-Editions Francophones Universitaires d’Afrique, Lome-Togo, (94-112). https://revues.acaref.net/revue-della-afrique-numero-hors-serie-fevrier-2021/
Semlambo, A., Almasi, K., & Liechuka, Y. (2022). Perceived Usefulness and Ease of Use of Online Examination System: A Case of Institute of Accountancy Arusha. International Journal of Scientific Research and Management, 10(04), 851–861.
Silva, P. (2015). Davis’ Technology Acceptance Model (TAM) (1989). In M. Al-Suqri & A. Al-Aufi (Eds.) Information Seeking Behavior and Technology Adoption: Theories and Trends. (pp. 205-219) IGI Global Scientific Publishing. DOI: 10.4018/978-1-4666-8156-9.ch013
Ssekakubo, G., Suleman, H., & Marsden, G. (2011). Issues of Adoption: Have e-Learning Management Systems Fulfilled Their Potential in Developing Countries? Proceedings of the South African Institute of Computer Scientists and Information Technologists Conference on Knowledge, Innovation and Leadership in a Diverse, Multidisciplinary Environment, 231-238. https://doi.org/10.1145/2072221.2072248
Tai, H. T., Liew, Y. P., Lim, L., & Yeow, J. A. (2022). A Study on University Students’ Experiences on Online Assessment During Pandemic. In International Conference on Communication, Language, Education and Social Sciences, Atlantis Press, 266–274.
Tarus, J. K., Gichoya, D., & Muumbo, A. (2015). Challenges of implementing e-learning in Kenya: A case of Kenyan public universities. International Review of Research in Open and Distributed Learning, 16(1), 120–141.
Verhoef, A. H., & Coetser, Y. M. (2021). Academic integrity of university students during emergency remote online assessment: An exploration of student voices. Transformation in Higher Education 6(0), 1–12.
Violić-Koprivec, A. & Režić T. Z. (2024). Foreign Language Anxiety in French and Italian Online Learning. European Journal of Contemporary Education and E-Learning, 2(6), 61-72. DOI: 10.59324/ejceel.2024.2(6).04
Wang’ang’a, A. W. (2024). Consequences of Artificial Intelligence on Teaching and Learning in Higher Education in Kenya: Literature Review. East African Journal of Education Studies, 7(1), 202-215. https://doi.org/10.37284/eajes.7.1.1718
Zanne, S. H., Amali, N. A. K., Rahmat, N. H., Bakar, M. H. A., & Mustafa, N. C. (2022). Investigating Online Presence in the French Online Classroom. International Journal of Academic Research in Business and Social Sciences, 12(3), 56–70.
Zilka, G., Finkelstein, I., Cohen, R., & Rahimi, I. (2021). Implications of the Digital Divide for the Learning Process During the COVID-19 Crisis. Review of European Studies, (13) 2, 57-71.
Afzal, A., Khan, S., Daud, S., Ahmad, Z., & Butt, A. (2023). Addressing the Digital Divide: Access and Use of Technology in Education. Journal of Social Sciences Review, 3(2), 883–895. https://doi.org/10.54183/jssr.v3i2.326
Agbo, J.K., & Kaiza, E.K. (2023). Les défis de l’évaluation du français langue étrangère en ligne: le cas de l’université du Ghana. Legon Journal of the Humanities, 34(1), 66–91. https://doi.org/10.4314/ljh.v34i1.3s
Ali, L., & Dmour, N. A. H. H. A. (2021). The shift to online assessment due to COVID-19: An empirical study of university students, behaviour and performance, in the region of UAE. International Journal of Information and Education Technology, 11(5), 220–228.
Alruwais, N., Wills, G., & Wald, M. (2018). Advantages and challenges of using e-assessment. International Journal of Information and Education Technology, 8(1), 34–37.
Ardiansjah, M. R. B. B., & Wan Mokhtar, W. I. (2024). French Language Students’ Perception of Online Learning during Post-COVID-19. Gading Journal for Social Sciences, Volume 27, Special Issue: Language and Education, October 2024, 59-73
Aworanti, O. A. (2016). Information and Communications Technology (ICT) in Nigeria Educational Assessment System - Emerging Challenges. Universal Journal of Educational Research, 4(6), 1351 - 1356. DOI: 10.13189/ujer.2016.040612.
Al-Maroof, R.S., Alshurideh, M.T., Salloum, S.A., AlHamad, A.Q.M. & Gaber, T. (2021). Acceptance of Google Meet during the spread of coronavirus by Arab university students. Informatics, 8(24):2–17.
Ampadu, E., & Sedofia, J. (2021). Covid-19 and Emergency Education Strategies in University of Ghana: Students’ Challenges with Emergency Remote Learning. In: C. Bissessar (Ed.) Emergency Remote Learning, Teaching and Leading: Global Perspectives. (pp. 103-119) Springer International Publishing. https://doi.org/10.1007/978-3-030-76591-0_6
Audet, L. (2011), Les pratiques et défis de l’évaluation en ligne. Réseau d’enseignement francophone à distance (REFAD).
Chapelle, C.A., & Voss, E. (2016). 20 years of technology and language assessment in language learning and technology. Language Learning and Technology, 20(2), 116-128.
Cirera, X., Comin, D. & Cruz, M. (2022). Bridging the Technological Divide – Technology Adoption by Firms in Developing Countries. World Bank Publications, World Bank Group, Washington, DC.
Davis, F.D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319-340.
Davis, F.D. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results. Doctoral Thesis, Massachusetts Institute of Technology.
Denscombe, M. (2010), The Good Research Guide for small-scale social research projects-Fourth Edition. McGraw-Hill: Open University Press.
Dizon, G. (2016). Measuring Japanese EFL Student Perceptions of Internet-Based Tests with the Technology Acceptance Model. The Electronic Journal for English as a Second Language, 20(2), 1–17.
El gazi, S. & Ibrahimi, A. (2024). Digital literacy and teaching and learning of French as a foreign language. World Journal of Advanced Engineering Technology and Sciences, 12(02), 841–852
Elzainy, A., El Sadik, A., & Al Abdulmonem, W. (2020). Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University. Journal of Taibah University Medical Sciences, 15(6), 456–462.
Enala, S.L., Jiyou J., Mulubale S., Mambwe E., & Mwila, K. (2023). Innovations and Strategies During Online Teaching in an EdTech Low-Resourced University. SN Computer Science 4:328, 1-15 https://doi.org/10.1007/s42979-023-01729-w
Fernandez-Batanero, J.M., Montenegro-Rueda, M., Fernandez-Cerero, Tadeu, P. (2022). Online education in higher education: emerging solutions in crisis times. Heliyon 8(8).
Fortuna, A.J., Dumapias, M.A.R., Maria E. L. Tabada, M.E.L., & Bulilawa, R.Y. (2023). Challenges and Coping Strategies of BPED Students in Times of the Pandemic. International Journal of Research Publications· https://doi.org/10.47119/ijrp10013711120235689
Francisco, C., Pedrera, J., & Madalina, M. A. (2024). Lived Experiences of University Students with Limited Internet Connectivity in Online Distance Learning. Journal of Interdisciplinary Perspectives, 2(10), 93–109. https://doi.org/10.69569/jip.2024.0412
Heil, J. & Ifenthaler, D. (2023). Online assessment in higher education: A systematic review. Online Learning, 27(1), 187-218. DOI: 10.24059/olj.v27i1.3398)
International Telecommunication Union (ITU). (2020). Measuring digital development: Facts and figures 2020. ITU.
Iskandar, N., Ganesan, N., & Maulana, N. S. E. A. (2021). Students’ perception towards the usage of online assessment in University Putra Malaysia amidst COVID-19 pandemic. Journal of Research in Humanities and Social Science, 9(2), 9–16.
Kasper, G., & Rose, K.R. (2001). Pragmatics in language teaching. New York: Cambridge University Press. http://dx.doi.org/10.1017/CBO9781139524797.003
Khan, M. A., Nabi, M. K., Khojah, M., & Tahir, M. (2021). Students’ perception towards e-learning during COVID-19 pandemic in India: An empirical study. Sustainability, 13(1), 57-71.
Kintu, M.J., Zhu, C. & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. Int J Educ Technol High Educ 14, 7, 1-20. https://doi.org/10.1186/s41239-017-0043-4
Kisanga, D. & Ireson, G. (2015). Barriers and strategies on adoption of e-learning in Tanzanian higher learning institutions: Lessons for adopters. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2015, Vol. 11, Issue 2, pp. 126-137.
Loi, C. & Ang, M.C.H. (2022). Online Learning and Online Assessments: Attitude Change and Students’ Perceptions. Malaysian Journal of Social Sciences and Humanities, 7(4), 1-19. https://doi.org/10.47405/mjssh.v7i4.1412
Madden, N. O., Higgs, R., Gordon, S., & Chambers, R. (2025). Students’ Perceptions of Kahoot!, Gamification, and the Role of Instructor in Online French as a Foreign Language Classes in Jamaica. International Journal of Language Instruction, 4(3), 1-21. DOI: https://doi.org/10.54855/ijli.25431
Magasu, O., Mileji, P., & Lubbungu, J. (2021). E-learning in the “New Normal’ on Students at Kwame Nkrumah University in Zambia: Inclusive or Exclusive. International Journal of Research and Scientific Innovation, 8(2), 208-214.
Majola, M. X., & Mudau, P. K. (2022). Lecturers’ experiences of administering online examinations at a South African open distance e-learning university during the COVID-19. International Journal of Educational Methodology, 8(2), 275-283. https://doi.org/10.12973/ijem.8.2.275
McDonald, N., Fogarty, E. S., Cosby, A., & McIlveen, P. (2022). Technology Acceptance, Adoption and Workforce on Australian Cotton Farms. Agriculture, 12(8), 1180.
Montenegro-Rueda, M., Luque-de la Rosa, A., Sarasola Sánchez-Serrano, J.L., & Fernández Cerero, J. (2021). Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review. Sustainability, 13, 10509. (1-13) https://doi.org/10.3390/su131910509
Mpofu, P. & Machingauta, T. (2024). Challenges and strategies for effective online examinations in higher education institutions: Insights from lecturers and students. International Journal of Educational Management and Development Studies Volume 5 Issue 2 June 2024 DOI: https://doi.org/10.53378/353068.
Mundo, D. G. S. D., Malangen, A. D., & Cruz, O. D. (2022). Challenges and Coping Strategies of Maritime Instructors and Students in An Online Distance Learning (ODL) Environment. International Journal of Multidisciplinary: Applied Business and Education Research, 3(2), 288-302. https://doi.org/10.11594/ijmaber.03.02.14
Muñoz-Najar, A., Gilberto, A., Hasan, A., Cobo, C., Azevedo, J. P., & Akmal, M. (2021). Remote Learning during Covid-19. Lessons from Today, Principles for Tomorrow. World Bank Group.
Mutula, S.M. (2008). Digital Divide and Economic Development: Case Study of Sub-Saharan Africa. The Electronic Library; Oxford, 26(4), 468-489.
Ndibalema, P. (2025). Digital literacy gaps in promoting 21st century skills among students in higher education institutions in Sub-Saharan Africa: a systematic review. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2452085
Ngqondi, T., Maoneke, P.B., & Mauwa, H. (2021). A secure online exams conceptual framework for South African universities. Social Sciences & Humanities Open 3, 3(1), 1- 12. https://doi.org/10.1016/j.ssaho.2021.100132 Elsevier
Olum, R., Atulinda, L., Kigozi, E., Nassozi, D. R., Musoke, D., & Bongomin, F. (2020). Medical education and E-learning during COVID-19 pandemic: Awareness, attitudes, preferences, and barriers among undergraduate medicine and nursing students at Makerere University, Uganda. Journal of Medical Education and Curricular Development, 7, 2382120520973212.
Ouma, R. (2019). Transforming university learner support in open and distance education: Staff and students perceived challenges and prospects, Cogent Education, 6:1, 1658934, DOI: 10.1080/2331186X.2019.1658934
Rajeh, A.N., Darweesh Q.A., Sulieman A., & Elmagzoub Eltahir, M. (2022). Students’ Perspective on Online Assessment during the COVID-19 Pandemic in Higher Education Institutions. Information Sciences Letters: Vol. 11:I. Available at: https://digitalcommons.aaru.edu.jo/isl/vol11/iss1/10
SABER Annual Report (2020) Retrospective Review. Transforming Education Systems: Accelerating Foundational Learning for Everyone. World Bank Group.
Sebuyungo, E. (2021). Optimiser l’apprentissage du français en ligne sur le dispositif MUELE en Ouganda. Revue Della/Afrique, No. Spécial, Covid-19, Février 2021, EFUA-Editions Francophones Universitaires d’Afrique, Lome-Togo, (94-112). https://revues.acaref.net/revue-della-afrique-numero-hors-serie-fevrier-2021/
Semlambo, A., Almasi, K., & Liechuka, Y. (2022). Perceived Usefulness and Ease of Use of Online Examination System: A Case of Institute of Accountancy Arusha. International Journal of Scientific Research and Management, 10(04), 851–861.
Silva, P. (2015). Davis’ Technology Acceptance Model (TAM) (1989). In M. Al-Suqri & A. Al-Aufi (Eds.) Information Seeking Behavior and Technology Adoption: Theories and Trends. (pp. 205-219) IGI Global Scientific Publishing. DOI: 10.4018/978-1-4666-8156-9.ch013
Ssekakubo, G., Suleman, H., & Marsden, G. (2011). Issues of Adoption: Have e-Learning Management Systems Fulfilled Their Potential in Developing Countries? Proceedings of the South African Institute of Computer Scientists and Information Technologists Conference on Knowledge, Innovation and Leadership in a Diverse, Multidisciplinary Environment, 231-238. https://doi.org/10.1145/2072221.2072248
Tai, H. T., Liew, Y. P., Lim, L., & Yeow, J. A. (2022). A Study on University Students’ Experiences on Online Assessment During Pandemic. In International Conference on Communication, Language, Education and Social Sciences, Atlantis Press, 266–274.
Tarus, J. K., Gichoya, D., & Muumbo, A. (2015). Challenges of implementing e-learning in Kenya: A case of Kenyan public universities. International Review of Research in Open and Distributed Learning, 16(1), 120–141.
Verhoef, A. H., & Coetser, Y. M. (2021). Academic integrity of university students during emergency remote online assessment: An exploration of student voices. Transformation in Higher Education 6(0), 1–12.
Violić-Koprivec, A. & Režić T. Z. (2024). Foreign Language Anxiety in French and Italian Online Learning. European Journal of Contemporary Education and E-Learning, 2(6), 61-72. DOI: 10.59324/ejceel.2024.2(6).04
Wang’ang’a, A. W. (2024). Consequences of Artificial Intelligence on Teaching and Learning in Higher Education in Kenya: Literature Review. East African Journal of Education Studies, 7(1), 202-215. https://doi.org/10.37284/eajes.7.1.1718
Zanne, S. H., Amali, N. A. K., Rahmat, N. H., Bakar, M. H. A., & Mustafa, N. C. (2022). Investigating Online Presence in the French Online Classroom. International Journal of Academic Research in Business and Social Sciences, 12(3), 56–70.
Zilka, G., Finkelstein, I., Cohen, R., & Rahimi, I. (2021). Implications of the Digital Divide for the Learning Process During the COVID-19 Crisis. Review of European Studies, (13) 2, 57-71.
Copyright (c) 2025 Enoch Sebuyungo, Leah Sikoyo, Samuel Wandera
This work is licensed under a Creative Commons Attribution 4.0 International License.
