ASSESSING DISTANCE LEARNING IN A DIGITAL ENVIRONMENT IN THE ERA OF ARTIFICIAL INTELLIGENCE: SYSTEMATIC REVIEW

Abstract

Distance learning student assessment in a digital environment in the age of artificial intelligence offers significant opportunities but presents challenges, mainly related to the credibility and validity of the assessments, particularly in postsecondary education. The aim of this article is to examine studies on the assessment of learning in digital environments in the era of artificial intelligence conducted between 2020 and 2024, to provide an overview of the state of the field. The study identified five key themes reflecting the major concerns of researchers: 1) academic integrity, 2) integration and adaptability of digital technologies, 3) impact of artificial intelligence, 4) pedagogical alignment, and 5) interactions and feedback. The results indicate that academic integrity is linked to two distinct approaches: prevention and detection. Both strategies require the adaptability of integrated digital technologies. The study also shows that the rapid development of artificial intelligence and its increased use by students raises concerns about its potential impact on distance assessment. Furthermore, the studies reviewed highlight the importance of maintaining pedagogical alignment and encouraging immediate and meaningful feedback. This overall understanding of the major concerns of teachers and designers could be taken into account in any assessment strategy aimed at improving the quality of distance assessment. Finally, the results of the present study provide insights into the major concerns of researchers that can be used in future research concerning the issue of distance assessment in the AI era.