Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors

Abstract

Most online teaching institutions still do not offer complete remote teaching, requiring the physical presence of the student in the evaluation process (for supervisory reasons), which could aggravate the evaluation and certification in massive open online teaching. Although, there are already e-proctoring tools (electronic proctoring) that allow this process to be carried out remotely, without requiring that physical presence. For this reason, and in order for this complete remote teaching to be extended to institutions that do not yet believe in the success of its implementation, this study, through a bibliographic study and a causal study carried out by experts in online teaching, focuses on locating the determining motivational factors when accepting and implementing this evaluation system as a method of remote supervision and tries to encourage its use through them. The list obtained consists of the following motivational factors: Quality management, available information, external conditioning, trust, perceived compatibility, perceived usefulness, attitude and intention, and the most decisive factor in this whole process is trust (which would be the extent of security and privacy that institutions have in the use of this tool).

Organization of distance learning on the base of information and digital technologies

“…In the case of distance learning on-line [14], it is most difficult to organize laboratory classes in physics in such a way that all the set educational goals are achieved during the class. In the situation of distant learning the authors used various scenarios and methods of laboratory classes with the involvement of the unique material and technical base of the Department of Physics.…”

Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education

“…Online assessment has been perhaps the most complicated problem during the COVID-19 emergence online transformation [50,51]. Thus, plug-ins for ensuring ethical behaviour during online examinations are very popular, especially those that include anti-plagiarism [52] and e-proctoring [53] functionalities.…”

Estudio exploratorio en iberoamérica sobre procesos de enseñanza-aprendizaje y propuesta de evaluación en tiempos de pandemia

“…En el componente de tecnología, se deben determinar diferentes elementos: a) Acceso: qué grado de acceso tiene tanto el profesorado como el alumnado a la tecnología, si necesitan soporte en la instalación y manejo de software y/o préstamos de dispositivos. b) Identidad: cómo se identificará el/la estudiante en la plataforma o herramienta de evaluación (por ejemplo, utilizando el ID y contraseña de la plataforma virtual, mostrando el DNI mediante una cámara web o utilizando una herramienta de biometría) (Amo et al, 2020;González, Infante, & Infante, 2020). Además, se deberá garantizar la normativa vigente de protección de datos en cada caso.…”