@article{kielanowicz2026online,
  title = {Online Vs. Face-To-Face Examinations In  Postgraduate Education: Student Perceptions in Poland},
  author = {Żaneta KIELANOWICZ},
  year = 2026,
  url = {https://ibimapublishing.com/p-articles/47EDU/2026/4717426/},
  journal = {Communications of International Proceedings},
  volume = 2026 (3),
  doi = doi.org/10.5171/2026.4717426,
  abstract = {The COVID-19 pandemic has led to a significant increase in students enrolling in postgraduate programs in Management Accounting and Controlling at the University of Lodz (Poland). Online exams have become a common method for evaluating students' knowledge, both in fully remote courses and hybrid models. This article aims to analyze postgraduate students' perspectives on two types of exams: online and face-to-face. The study focuses on assessing remote exams, identifying factors that influence students' preferences for a particular format, and exploring their decisions regarding postgraduate program choices. A survey-based study was conducted to collect data on students' perceptions of different examination formats. A large majority of respondents (74.1%) preferred the hybrid model. The most frequently mentioned advantages included the elimination of the need to commute to campus (88.9%), increased comfort from using personal equipment (81.5%), and a better ability to balance exams with professional responsibilities (70.4%). Most respondents (57.7%) considered online and in-person exams equally reliable. The main challenges of online exams involved organizational and logistical issues related to exam administration, while organizational and psychological factors appeared less significant. The findings provide a foundation for discussions on how to organize examinations in higher education programs. This analysis can also serve as a guideline for universities developing assessment systems that meet the needs of today's students.},
  keywords = {Online examinations, Face-to-face examinations, Postgraduate education, Student perceptions, Hybrid learning environments},
  note = Article ID: 4717426
}