Abstract

The restructuring of conventional form of academic tests creates a new technological bubble during the pandemic period. The technology-oriented teaching–learning environment may substantially improve the efficiency of both the teaching and learning ends. Even though the E-learning pedagogy has the potential capabilities of cost effectiveness, reduced logistics requirements, minimal manual efforts and improved accuracy of marking schemes driven by advanced systems. Still it feels some sort of leakages in the efficiency of the ongoing evaluation methodology. This study specifically focuses on the perspectives of the teaching community regarding their assessment on the impact of online examinations and quality of information acquired by the student community and how they performed during the online tests as compared to the traditional method. It also assesses the chances of malpractices can be done by the candidates and how it may affect their end results and effectiveness of the online examinations. The attempt creates platform for the academicians to craft in-depth awareness to the student community as well as to suggest valuable recommendations to formulate exams which is free from loopholes and misconducts. For the purpose of testing the hypothesis the proposed study uses basic econometric tools and other quantitative techniques which are proficient to produce accurate test results.

Key words: E-Learning, Virtual Examination Platform, LMS, Connectivity Constraints, Misconducts