A QUALITATIVE CASE STUDY OF THE EVOLUTION OF EXAMINATION TOPICS IN OPEN AND DISTANCE LEARNING: THE EKP65 MODULE OF THE HELLENIC OPEN UNIVERSITY (1999–2024)

Kyriaki Rassia, Evangelia Manousou

Abstract


This qualitative case study examines the evolution of examination topics in the EKP65 module of the Hellenic Open University from 1999 to 2024, analysing how assessment design in Open and Distance Learning (ODL) responds to pedagogical, institutional and technological change. Using NVivo-assisted qualitative document analysis, the study explores transformations in clarity, structural coherence, alignment with learning materials, cognitive demands and authenticity. Findings show significant improvements after 2016, with examination topics becoming more concise, conceptually integrated and pedagogically transparent. The transition to online examinations in 2020 accelerated enhancements in clarity and workload calibration, while the emergence of generative artificial intelligence after 2022 prompted a stronger emphasis on interpretive reasoning and personalised responses to safeguard authenticity. Overall, EKP65 reflects wider assessment transformations in ODL, demonstrating how examination design adapts to digital environments and emerging challenges. The study contributes insights for developing credible, learner-centred and AI-resilient assessment practices.

 

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Open and Distance Learning; assessment; examination topics; artificial intelligence

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References


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DOI: http://dx.doi.org/10.46827/ejae.v10i3.6437

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