Abstract:

This paper explores the effectiveness of open book and closed book examinations in the context of online taught programmes within the Department of Lifelong Learning, Faculty of Continuing, Professional, Online and Distance Learning (CPODL), Technological University of the Shannon (TUS). The rationale for the study arises from increasing debates over assessment integrity in digital higher education and the need for assessment approaches that balance academic integrity and authenticity. Adopting a literature-based review approach, the paper compares international research with institutional experiences at TUS.

While closed book examinations continue to serve as benchmarks for factual recall, the literature highlights that open book examinations foster application of learning to real-world scenarios, reduce test anxiety, and align more closely with professional practice. In the context of emerging generative artificial intelligence technologies, the paper argues that applied and integrity-focused assessment design is increasingly necessary. The study concludes that an assessment strategy weighted towards open book and applied approaches is particularly suited to lifelong learners in digital environments, with implications for policy and practice at TUS and across the higher education sector.

This study adopts a qualitative, literature-based review methodology to examine open book and closed book examinations in online higher education. Peer-reviewed international literature published within the past decade was sourced from databases including Scopus, Web of Science, ERIC, and Google Scholar. Search terms included open book examinations, closed book examinations, online assessment, academic integrity, lifelong learning, and generative artificial intelligence.

A comparative analytical framework was applied to synthesise findings across the literature, focusing on learning outcomes and cognitive depth; academic integrity and assessment security; student experience and assessment-related anxiety; and alignment with professional practice and lifelong learning contexts. Although no primary empirical data were collected, institutional assessment practices within the Department of Lifelong Learning at TUS are used as a contextual lens through which the literature is interpreted.

The literature identifies several consistent findings. Closed book examinations remain effective mechanisms for assessing factual recall, foundational knowledge, and individual preparedness, particularly where mastery of core concepts is required. They also provide clear benchmarks for standardisation.

The study concludes that while closed book examinations retain a role in assessing foundational knowledge, their dominance in online lifelong learning programmes is increasingly misaligned with digital realities and learner needs. An assessment strategy weighted towards open book and applied approaches offers a more authentic, equitable, and pedagogically sound model for online education. For TUS, these findings provide an evidence-based rationale for evolving assessment practices within the Department of Lifelong Learning and the wider Faculty of CPODL. Such an approach supports academic integrity, learner engagement, and alignment with professional practice.

Keywords:

Online, Education, Adult, Learner, Assessment.