Student Tips: Guidelines to engage in an Online Assessment/Examination [Tests and Quizzes]

As lecturers you will create online assessments (i.e., tests, exams, quizzes, and surveys) for delivery within the module. This will enable students to view and complete the online tests during a specific time-frame.

There are specific tips that you should take note of when students engage in an online test/exam. Please watch the attached instructional video to familiarise yourself with these important tips. Click link to watch video:

Test/Exam-Taking Tips

 Before starting the test/exam

Disable all pop-up blockersOr set them to allow pop-ups for your learning platform. Tests sometimes appear as pop-up windows, and a pop-up blocker may prevent the test from displaying properly. You may need to turn off pop-up blockers in your browsers and in other software such as Google or Yahoo toolbars and virus protection programmes.
Clear Browser cacheBefore you take a test, clear your browser’s cache. For instructions on clearing the browser cache, locate the Help area of your browser programmes and search for “browser cache” or “clear browser cache” to get instructions for your specific browser.
Close all other programmesrunning on your computer before taking a test. Having multiple programmes open may cause problems that may result in the loss of quiz data.
Compatible browser(Google Chrome & Mozilla FireFox)Make sure you use a compatible browser (Google Chrome & Mozilla FireFox) when working in an online learning environment.
Some tests may only be taken onceDo not begin a test until you are ready to complete it. You may not be allowed to redo it

During the test/exam

Back or Forward buttonsDo not use your web browser’s Back or Forward buttons when working in an online learning environment, and when taking a test.
Test layout (questions)If the test is set to display one question at a time, make sure that you have selected the best answer and click save before moving on to the next question.
Focus on completing the testDo not open any additional software applications, check email, or browse the Internet in other windows.
Multiple tabs/windowsDo not openmultiple tabs/windows/ while taking the test
Multiple devicesAvoid changing devices while taking a test/exam
Do not leave the computer idle while a test is in progressYour current session will automatically end after a period of inactivity.
Beware of software updates and virus scansIf you have programmes such as automatic software updates or virus scans set to run at a particular time, do not take the test during a time when software updates are scheduled to occur.
Do not resize or refresh the screen after loading the testMake sure it is the size you want before going into the test. Most browsers refresh the page when you resize the screen. This means it will reload the quiz and may prohibit you from taking the test.
Essay, file response, and short answer questions are not auto-gradedIf an assessment contains these question types, your facilitator will review the questions and manually provide a score. The grade for the assessment will not be immediately available after the assessment is submitted.
Short Answer Essay question typesMake sure to continuously save while you are busy typing your short answer essay responses. You can also type your responses offline, using WORD and copy and paste within the answer box when you are ready.

Contact CIECT to assist and advise regarding online assessments

Pharmacy Lecturer: Creation of 3D Lessons – ‘Removing Barriers to Learning’

Science Lecturer Naushaad Ebrahim from the School of Pharmacy started his journey with the use of the EON-XR platform in 2021. He engaged in regular training sessions conducted on a monthly basis by EON-XR in collaboration with CIECT. Naushaad highlighted that at the start of his journey, he had to dedicate time in order to become familiar with the platform and eTools in order to create relevant content. Although he found it ‘daunting’, it became easier with continuous training and support. He completed the EON-XR Educator course and received a Certificate.

Creating 3D Lessons for Pharmacy Students

As a lecturer, it can be challenging at times explaining principles and operation of equipment in the conventional 2D manner – even more so for students to understand. I created 3D lesson content for our pharmacy students in the Discipline of Pharmaceutics, School of Pharmacy. These 3D lessons present students with a visual 3D perspective of the equipment, removing a potential barrier to learning. The lessons created can contain embedded recordings, PDFs and YouTube links, etc. describing the general operation of equipment as well as individual components (Figures 1 & 2). Students are able to orientate an image (asset) in a 3D space and do so at their own pace. Quizzes are also embedded to test understanding. Thus far, student feedback is positive and this is reflected in the test performance, where the EON XR platform was implemented.”

Lecturer makes use of 360 and 3D assets

In addition to using the 360 and 3D assets database on the EON XR platform, the lecturer created his own 3D and 360 assets (Figure 3-5) for his lessons. These assets were created from the content linked to his own coursework as well as the facilities and equipment in the School of Pharmacy. Creating these unique 3D assets did require that lecturer Naushaad attend additional tutorials and familiarise himself with other 3D software platforms/packages which proved useful in the end. “This has allowed me to integrate the 3D lessons within my module content and course objectives seamlessly.” The CIECT team has integrated the EON-XR platform with iKamva which enables lecturers to make their 3D and 360 lessons content available via their online environments within iKamva.

Way Forward: Collaborate with Pharmaceutical Companies

The lecturer hopes to engage and collaborate with Pharmaceutical companies regarding the creation of 360 assets within their manufacturing plants. This collaboration will allow the lecturer to create and incorporate 360 assets of their manufacturing areas and equipment. These assets will then be embedded in the Pharmaceutics coursework. The lecturer has highlighted that due to the nature of the Pharmaceutical industry, it is not always possible for Pharmacy students to gain experiential learning. Hence, this collaboration and approach will complement  Work Based Learning . This could make the transition from the classroom to the Pharmaceutical industry a bit easier for students.

Contact CIECT to join the monthly Augmented Virtual Reality workshops.

Effective use of the Course Outline eTool: Anthropology, Science, Dentistry & EMS Exemplars

Accessibility to students

The Course Outline eTool allows you to publish your course outline by doing the following:

➢     Add weekly topics linked to specific dates and that could be linked to the calendar eTool.

➢     Add relevant resources (graphs, texts, multimedia etc.); and link it to specific dates.

➢     Items within the course outline can be minimized for students to easily view specific sections.

The Course Outline eTool enables the design and development of interactive learning spaces. This eTool can be used to inform students of course expectations with provided timelines, in order to plan their learning and assessment schedules.

Basic course outline structure, includes:

  1. Courses Name, Description, and credits
  2. Lecturers, Administrators and Coordinators – names and contact information
  3. Course Schedule
  4. Learning Outcomes
  5. Content breakdown by weekly sessions
  6. Course materials
  7. Classroom rules and conduct expectations
  8. Grading information
  9. Assessment dates

Embed Course Outline

Anthropology lecturers, Kelly Gillespie and Melissa Moti embedded the Course Outline document (PDF file) – within the Course Outline eTool. This enabled first year students to view and read the entire document within the eTool without downloading it first

Concept Map to outline key concepts

The Dentistry lecturers created a concept map highlighting the learning units and key concepts of the Clinical Dentistry second year module (CLD 201). The concept map was embedded into the Course Outline eTool.

Alignment – 38 Topics; Graduate Attributes; Teaching, Learning & Practical Activities; & Assessments

The Science lecturers within the (MBS 111) module makes use of the Course Outline eTool within iKamva to structure the thirty-eight (38) lecture topics for the semester module. The table summary outlines the lecture topiclearning outcomes and its alignment with the overall graduate attributes. The teaching, learning and practical activities are highlighted and aligned to the assessment tasks for each lecture topic. Key concepts are also summarised below each table for students to review.

Please contact CIECT to assist with the effective use of the Course Outline eTool

Clinical Dentistry: Interactive online design for first-year Student

Lecturer and Module Coordinator Shaheda Simons has created an interactive online environment for the first year Clinical Dentistry module. This module focuses on the introduction of the clinical discipline within Dentistry, as well as concepts of academic literacy and laboratory based teaching. The clinical disciplines include Oral Medicine and Periodontology, Community Dentistry, Conservative Dentistry, Radiology, Oral and Maxillofacial Surgery, Prosthetic Dentistry and Orthodontics. There are currently 88 students registered for this module.

Collaboration – lecturers across disciplines present the module

This module is collaboratively taught by lecturers across the different disciplines within the Dentistry Faculty: Mrs Shaheda Simons, Mrs Eileen Dhaya, Dr. Ronel Maart, Ms Natalie Gordon, Dr. Tineke van Zyl, Dr. Priscilla Brijlal, Prof Angela Harris, Dr Quaanita Isaacs, Dr Sonia Bredenkamp, Dr Maretha du Raan, Dr Anthea Jeftha, Prof Nadia Mohamed, Prof Vivienne Wilson, Mrs Karin Viljoen, Prof Jean Morkel, Dr Johan Opperman, Dr Dirk Smit, Dr Carol Cloete, Prof Neil Myburgh, Dr Lezaan Scholtz.

Concept Map to outline key concepts

The lecturers created a concept map highlighting the learning units and key concepts of the Clinical Dentistry first year module. The concept map was embedded into the Course Outline eTool.

Interactive Module Guide

An interactive Module Guide was developed and embedded which highlights the organisation and administration of the module. Lecturers provided a “one-stop” information guide to students which they are required to read prior to attending classes. The interactive guide includes aspects pertaining to prescribed learning materials, lecture schedules and attendance, graduate attributes, assessment strategies, clinical dentistry teaching and student support methods. This resource is a quick reference and reminder for students regarding the module organisation.


Scaffolded structured learning units

The online environment was developed using a scaffolded structure which enables students to work through each ‘learning unit’ as the module progresses. Each learning unit is embedded on the Lessons eTool which provides students with an introduction, contextualisation and rationale to the learning unit.  The learning unit provides students with the following structure:

  • Learning introduction, context and rationale
  • Learning outcomes, unit structure and content topic
  • Teaching strategies and interactive learning activities
  • Assessment
  • Reflection
  • Lectures related to the Learning Unit

Course Resources

The Course Resources are structured into main folders which represent each learning unit and related content. These include PowerPoint Presentations, video clips and related documents.


Contact CIECT to assist with the interactive design of your online environment.

MBS 111: Interactive design – Topics aligned to Graduate Attributes, Practicals & Assesments

Lecturers Marjorie Smith, Chinyerum Sylvia Opuwari, Thomas Monsees and Cleyson Mupfiga created an interactive online environment for their first year Introduction to the Human Body module (MBS 111). This semester module is organised in a structured manner making use of various content and assessment eTools within iKamva.

Alignment- 38 Topics; Graduate Attributes; Teaching, Learning & Practical Activities; & Assessments

The Course Outline eTool within iKamva was used to structure the thirty-eight (38) lecture topics for the semester module. The table summary outlines the lecture topiclearning outcomes and its alignment with the overall graduate attributes. The teaching, learning and practical activities are highlighted and aligned to the assessment tasks for each lecture topic. Key concepts are also summarised below each table for students to review.

Module Organiser

Module Organiser has been structured to familiarise students with the basic rules and procedures of the course. It also acts as a quick reference and reminder for students regarding lecture presentations, assessment schedule, test and examination information, prescribed learning resources and contact details.

Learning Material released after student engages in Pre-Lecture & Practical Quizzes

Lecture Presentations, Practical sessions and Tutorials are structured within the Lessons eTool. Students are required to engage in either a pre-lecture or pre-practical quiz before any weekly lectures, practical and tutorial material is released to them. These quizzes do not count for any marks, but it also assists the lecturer to gauge student understanding of specific concepts. The learning material released to students includes, narrated PowerPoint presentations, embedded videos related to the topics and links to animations regarding the human anatomy.

Embedded pre-lab simulations

Lecturers have embedded the Pre-lab Learning Science Simulations within the online structured environment. Students are able to access Pre-Lab Simulations from any geographical location namely, Safety Features and Hazards, Dressing for the lab and Microscopy. This allows students to engage with the learning simulations in order to prepare prior to accessing the physical lab spaces.

Tutors assist with tutorial assessment activities

Students are required to complete their tutorial long questions which aims to develop their critical thinking skills. These tutorial essays are submitted via the Assignments eTool which is linked to the Turnitin (tii) platform. The tutors are required to grade the tutorials and provide in depth feedback to students. Students also engage in tutorial quizzes that entail shorter questions such as Multiple-Choice Questions (MCQs) and True and False types of questions.

Course Evaluation: Weekly feedback form students

A compulsory weekly course evaluation form is shared allowing students to provide feedback (anonymous). The lecturers conducted their course evaluations via iKamva making use of Google Forms. The feedback results are captured in ‘real time’ which lecturers can access at any time. The Google Forms/Survey eTool displays the results/feedback of students through graphs, tables and pie charts.

Contact CIECT to assist with your interactive design.

Law of Insolvency 311: Structured interactive online environment [Lecturers, GLAs and Students]

Lecturers, Prof D. Hamman & Dr. T. Kondo created an interactive online environment for the 3rd year Law of Insolvency (INS 311) module. The online environment design facilitates the interaction between the lecturers, Graduate Learning Assistants (GLAs); and their large class of 463 students.

Structured lessons aligned to weekly topics

Weekly lessons are structured according to specific content topics which includes: key terminology related to insolvency, compulsory sequestration, effect on legal position of insolvent, and critical legal principles. The learning material is presented as structured text, presentation slides, podcasts and links to relevant course resources.  Each week focuses on:

(i) Introduction to the specific topic;

(ii) Links to notes on topics shared in course resources;

(iii) Links to podcasts and;

(iv) Links to lecturer slides.

Course resources released in scaffolded manner

The specific topics and related content are structured within course resource folders. The structured course content includes the weekly podcasts, notes and lecture slides which are released to students in a scaffolded manner.

Online assessments done via Tests and Quizzes

Students complete online tutorials via the ‘Tests and Quizzes’ eTool and feedback related to their scores are released on specific dates. Students recently completed their first online module test which consisted of ‘MCQs’, ‘Fill-in-the-blank’ and scenario based question types.

GLAs: Online Tutorials & Effective communication via Announcements

Both lecturers and GLA’s make use of the ‘Announcement’ eTool to effectively communicate with the students. The GLA’s, Mogamat Davids and Englebert Chikodza share the online tutorial class links via ‘Announcements’ to remind students regarding their tutorial classes. The lecturers have also made use of the eTool to inform students of their module tests and related tutorial and test feedback.

Contact CIECT to assist with the design of your online environments.

ALC 131: Interactive Design for a large class [921 first-year students engage with Lecturers, Tutors and Teaching Assistants]

Lecturers, Prof Venicia McGhie, Parveen Paleker and Lutasha Ndesi, have created an online environment for the Academic Literacy for Commerce (ALC131) students, to allow interactive engagement between students, lecturers and tutors.

Structured Course Outline: Outcomes, Mode of delivery, Assessments & Weighting

The lecturers use the ‘Course Outline eTool’ and inserted the specific ALC course outline at the start. Hence students are able to gain an understanding of the course requirements right at the start of the module. The outline includes broad module outcomes and specific learning outcomes; graduate attributes; and assessments and weighting. Furthermore, the students are able to view assessment dates, important contact information and how the lectures will be delivered.

Structured Content Design: Weekly themes [manageable chunks]

The Lecturers upload their learning content in the ‘Course Resources eTool’. The weekly themes are structured into manageable folders and sub-folders, including: Lecturer welcome videos, lecture recordings, pre-reading course material, lecture slides, and other important supporting material (library information). Students are able to download the learning content, at their own pace from any geographical location.

Effective Communication with ALC first-year students

The lecturers make use of the ‘Announcement eTool’ to post information regarding their lectures and online tutorial links. Hence, the students are reminded of specific slots for their ‘online live lecture sessions’ (delivered via Zoom); and online tutorials. *The announcement on iKamva is automatically sent to the students’ email accounts.

Assessment and Grading

The ‘Test & Quizzes eTool’ is used to set up formative assessments (strict time-frames in alignment with specific quizzes). Students receive scores/grades on submission. The lecturer is able to view the results and address key concepts and interventions.

Tutors divide students into online tutorial groups

The Tutors divided the large class (921 students) into online tutorial groups within iKamva. The groups are assigned to specific Tutors and slots. *There are currently 14 Tutors and 2 Teaching Assistants in this module.

The tutor invites his/her specific group to a GoogleMeet/Hangouts; or BigBlueButton (BBB) ‘live online session’. *The students are reminded of the session/link via iKamva ‘Announcement eTool’.

*It should be noted that the online tutorial groups are supplemented with face-to-face tutorials.

Contact CIECT to create your interactive online environment.

EED (Law): Interactive Online Design – Tutor & Student Enagement

Lecturers, Mahmoud Patel and Raushan Martin have created an interactive online space that enables Tutors to share and engage with the English for Education Development (EED) Law 101 students. The online environment design facilitates the interaction between Tutors and their student tutorial groups. It further reinforces a structured methodology whereby the lecturers and Tutors effectively engage with a large class of 480 students.

Structured learning content

Learning content is structured within folders making use of the ‘Course Resources’ eTool. The structured content is released in a scaffolded manner (i.e. according to each term). The student is able to view the entire term’s content and prepare accordingly.

Tutors engage with student tutorial groups

The Tutors for this module: Renyakeletse Morake, Sakeenah Dramat, Weekend Mfakele, Amy fisher, Thabang Somo, Robyn Gelant – are actively engaging with their students via  the Discussion Forum eTool, that is divided into Tutorial groups.

At the start of the term, Tutors shared a welcome message to their groups and outlined the required activities and expectations for the course. These include content lessons, course outlines, regular iKamva communication, assessment deadlines, and basic netiquette rules at the start. Students were further urged to engage by asking questions regarding the information shared and outcomes.

Weekly topics created with Discussion Forum eTool

Students are introduced to weekly topics and tasks within the Discussion Forum. These structured topics are related to the subject-matter and includes: summarising, paraphrasing, referencing, constructing a paragraph, and word classes among others.

Asynchronous Tutor feedback in relation to topics

Students engage in the structured topics and are required to submit their constructive contributions, aligned to each task and topic. Tutors provide feedback on student contributions in an asynchronous manner.

Formative Assessments & Tutor reminders

The structured content/topics is aligned to specific formative assessment exercises, making use of the ‘Tests and Quizzes’ eTool [mainly Multiple Choice Question (MCQ)] question type. *Tutors are expected to remind students about submission deadlines.

Regular communication with students

To ensure effective and interactive learning during this online learning environment phase, lecturer Mahmoud Patel makes use of the Zoom Conferencing space to conduct his ‘live’ lectures. He sends the zoom links via the iKamva ‘Announcement eTool’. *These regular communications are linked to the students’ email addresses. Hence, the announcement posting is also available via their UWC student email.

Student Orientation & FAQs

*On 14 February, lecturer Mahmoud Patel included links via the announcement tool that included frequently asked questions (FAQs) for first-years. This assisted the students during the orientation period. 

Contact CIECT to assist with the set up of your interactive online environments

CHS: Interactive Design – Interdisciplinary Shared Research Module


The Interdisciplinary Shared Research Module is a module offered to various disciplines within the CHS Faculty, including Departments of Physiotherapy, Occupational Therapy, School of Natural Medicine, Dietetics and the Interprofessional Education Unit. Students engaged in this module were familiarised with both qualitative and quantitative research methods over a period of two weeks.

Lecturers that presented the module:

Prof. Shaheed Soeker, Prof. Lisa Wegner, Prof. Ernie Kunneke, Dr Tania Steyl, Dr. Farhana Karachi, Dr. Thuli Mthembu, Dr. Wagheda Cassiem, Mrs Jill Wilkenson, Ms Labeeqah Jaffer, Mrs Elsabe Nel & Mr A Latief.

Welcoming introductions by lecturers

The lecturers created a welcoming environment by creating an introductory video. In addition, a ‘Meet the team’ page was created, whereby each lecturer gave a brief introduction of themselves and their biographies.

Lessons are presented in a two week block period

Weekly lessons were structured and aligned with the course outcomes and learning activities. Each lesson started off with an introduction to the session and specific lecturing materials (presentations, article readings and other materials) were embedded. This enabled students to view the resources online and/or download and read offline. 

Course Resources structured according to lessons

This eTool was used by the lecturer to structure and distribute related learning material and lecture content. The students were able to download the lecture content and other multimedia resources.

Discussion Forum: active engagement by students

The discussion forum was used for engagement between the lecturer and students. The lecturers posted various topics within the Discussion forum and students were required to post their meaningful contributions to their peers. This space promoted active student participation. This promoted an asynchronous learning environment and allowed students to read and reflect on their responses – encouraging peer learning.

Meetings Tool

The lecturers made use of this platform to conduct their ‘live’ online sessions. The meetings tool is effective to the students because it allows them to join the class connecting through the VPN, which allows them not to incur any data. During the class the students can unmute themselves and ask the lecturer questions which allows for an interactive online engagement in real-time. The Meeting was recorded and students were able to watch the lecture afterwards to reinforce their learning.

Online test and group assignment submission

Students engaged in an online test which drew in questions from various question banks. The questions were multiple choice questions and were aligned to various topics presented during the two week period.

At the end of this block teaching period the students submit group assignments. The assignment was linked to Turnitin especially since this module focused on research and writing. Students engaged in a peer evaluation activity and rated the group participation.

Contact CIECT to assist with the design of your interactive online environment.

Physics & Astronomy- Use of Doc Cam : Seamless movement between Whiteboard, iKamva & Presentations

Ian Schroder, a Senior Technical Officer at the Department of Physics & Astronomy, has implemented a hybrid teaching approach, making use of the Document Camera in the department (Venue G51).

Doc Cam: Sphere2 software

Ian makes use of his laptop and downloaded the Sphere2 software that accompanies the Doc Cam. This enables him to project objects and windows side-by-side (e.g. live video and static content displayed side-by-side).

Ian also makes use of a physical whiteboard and places it on the desk in the venue. He makes use of the Doc Cam and Sphere2 software to:

  • Project learning material
  • Enlarge learning material (e.g.) equations, as students often had difficulty with regards to visibility – when he made use of the classroom board

Seamless movement between platforms

Ian is able to move seamlessly between platforms and presentations, such as between iKamva, a PowerPoint presentation and the Document Camera, explaining complex Physics concepts.

Doc Cam: Record the lecture

In addition, Ian is able to record the entire lecture.

Embed recorded lesson into LMS (iKamva lessons)

The recording is embedded within the Learning Management System (LMS), iKamva. The students are able to retrieve the recording embedded within a specific lesson/topic.

Doc Cam: Projection feature for Physics demonstrations – ‘Not a talking head’

Ian has also used the projection feature on the Doc Cam for Physics demonstrations. He is able to zoom into a real-world object.

Example: During a specific topic/lesson, he made use of a ‘Fidget Spinner’ and enlarged the projection. This enabled more engagement. In the past some students complained about poor visibility during demonstrations (of ‘real-world objects’) – in the class.

Doc Cam: ‘Freeze Frame’ feature

Ian uses the Freeze Frame feature during experiments. He is able to make use of the remote and ‘freeze frame’ (pausing at a specific time); and then moves around the classroom to discuss that specific frame/concept.

Example: In the past, when making use of the ‘Fidget Spinner’ for a Physics demonstration (in relation to a specific topic) – the students complained about visibility. Now Ian is able to:

  • ‘freeze frame’ the screen,
  • leave a measurement device,
  • walk around and discuss; and
  • unfreeze with the remote.

Continuous training and exploration: New teaching approach

Ian attended the CIECT training; and he is willing to explore more functionalities of the Doc Cam, for Physics experiments and students assessments.

Doc Cam: Face-to-Face Training

The CIECT team regularly markets the training sessions. We appeal to all Lecturers, Facilitators, Tutors and Teaching Assistants to attend the Doc Cam training sessions.

The benefits of the application can only be realised, once you become familiar and make effective use of the eTools.

NB: Face-to-Face Training on the use of these Hybrid Teaching systems are available every Monday between 12 – 2pm.

Venue: Audio-Visual Services offices (Old Physiotherapy building).

Please send your booking request to, subject: AVS Hybrid Teaching training.

 **Self-Help Instructional Video: ‘How to use the Document Cameras/Visualisers’

Visit the CIECT YouTube Channel to view a video tutorial.