The integrity of online examinations in Undergraduate Programmes: A Systematic Review

The integrity of online examinations in Undergraduate Programmes: A Systematic Review

Anele Mabovana & Tshepo Rabotapi

Issue: Vol. 7 No.3 2026 Article 3 pp.677 – 698
DOI: https://doi.org/10.38159/ehass.2026733| Published online 15th April 2026

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ABSTRACT

This systematic review, conducted using PRISMA guidelines, investigates the validity of online assessments in undergraduate programs. The study aimed to explore the current state of the literature on online exams, including the types of assessments employed, the mechanisms implemented to ensure academic integrity, and the effectiveness of these strategies. It further examined the prevalence of cheating in online assessments and the potential impact of these exams on student learning outcomes. The findings indicate that while online exams offer several advantages for both students and educators, substantial concerns remain regarding their validity and fairness. In particular, the review highlights challenges in contexts where access to technology and internet connectivity is limited. The study concludes by emphasising the need for further research to develop and evaluate robust methods for safeguarding academic integrity and ensuring equitable assessment practices in online environments. This study contributes to scholarship by systematically reviewing and synthesizing the current evidence on online exam integrity in undergraduate education. It identifies critical gaps in the implementation of secure online assessments in rural and resource-constrained settings and provides evidence-based recommendations for enhancing academic integrity in emerging online learning environments.

Keywords: Online Exam, Exam Integrity, Proctored Exams, Undergraduate Exams, Academic Dishonesty

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ABOUT AUTHOR(S)

Anele Mabovana is an ICT Lecturer in the Faculty of Engineering at the Buffalo City Campus of Walter Sisulu University. He is involved in teaching and developing students’ technical competencies in information and communication technologies, with a focus on preparing them for industry-relevant skills and innovation. His work includes curriculum delivery, student support, and contributing to the integration of practical and theoretical knowledge within the engineering context. He is also interested in advancing the use of technology in education and fostering digital skills development in higher education.

Tshepo Rabotapi is an Educational Technologist at Komani Campus of Walter Sisulu University, where he supports the integration of digital technologies into teaching and learning to enhance student engagement and academic success. He works closely with both staff and students, providing training and guidance on the effective use of learning management systems and other educational tools. In addition to his professional role, he is an active researcher with interests in digital competencies in higher education, online learning environments, and the use of data to inform institutional practice, particularly at the intersection of technology, education, and health communication.

TO CITE ARTICLE

Mabovana, Anele, and Tshepo Rabotapi.“The integrity of online examinations in Undergraduate programmes: A Systematic Review,” E-Journal of Humanities, Arts and Social Sciences 7, no.3 (2026): 677 – 698