ABSTRACT
This study integrated online resources into some exams in the Statics course in a Thai University. As students were expected to use mathematical software to solve complex mathematical formula, internet access was also allowed to simulate a more realistic working context. The exam questions had to be carefully set to assess the in-depth learning and application, focusing on the physical meanings, problem setting, modeling and result interpretation as the previously time-consuming mathematical solving was taken care of by the computer. The internet access had affected various aspects of exams, particularly the data formula, language translation, unit conversion and the ability to describe questions with colored photos or videos. The availability of internet resources further penalized students who did not properly prepare for the exams;they faced the problems in the online time management, utilization of academic and professional database, and the use of online translation in the disciplinary context. The initial concern for cheating appeared to be minor. Generally, students were either eager for or wary on exams with internets but they all seemed to recognize the reality of the needs and challenges. The proposal could also address some of the online exam issues in the COVID-19 era and the new normal after. © 2021 IEEE.