Online exam proctoring technologies: Educational innovation or deterioration?

Lee, Kyungmee; Fanguy, Mik

doi:10.1111/bjet.13182

Cited by 82 publications

(64 citation statements)

References 42 publications

(57 reference statements)

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“…In terms of initiatives from the universities or the government that encourage the acquisition of necessary resources (computers, webcams, headphones, microphones, and Internet connection), no measures have been taken to encourage said acquisition because their use has not yet been decided, but it is something that should be taken into account if they decide to implement this process one day. This implementation has social implications, and it cannot be allowed to generate inequalities in terms of opportunities depending on whether a student has the necessary resources or not [129,130].…”

Section: Discussionmentioning

confidence: 99%

Key Factors in the Implementation of E-Proctoring in the Spanish University System

Moro

Gallardo-Pérez

et al. 2022

Sustainability

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Between two possible practices when supervising a remote synchronous evaluation, during the COVID-19 pandemic, the majority of Spanish universities opted for the use of videoconferences with audio and active video, instead of implementing e-proctoring. Thus, in order to analyze the reasons for this non-implementation and take measures so that its use can be extended in the Spanish university system, this study focused on identifying the critical factors in the decision of Spanish universities to accept and implement e-proctoring as a method of remote supervision. For this, a causal study was carried out using the methodology of fuzzy cognitive maps, and the data obtained were processed through the FCMappers tool. This allowed a glimpse of the key role played by students in this non-implementation (who alleged the non-possibility of having the resources necessary for the use of e-proctoring and the violation of privacy that the use of this tool entailed) and highlighted the role of the “pressure or incentives from government” factor if these allegations are to be eliminated and if e-proctoring is to be implemented in Spanish universities.

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Section: Discussionmentioning

confidence: 99%

Key Factors in the Implementation of E-Proctoring in the Spanish University System

Moro

Gallardo-Pérez

et al. 2022

Sustainability

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“…Videoconferencing applications such as ZOOM can be used to monitor the student's activities during the examination. The more advanced software applications for proctoring detect movement or prevent the student from opening other applications and doing web search during the examination [16]. These include the Respondus Lockdown Browser which can easily be integrated with Learning Management Systems such as MOODLE.…”

Section: Online Exams and Academic Integritymentioning

confidence: 99%

User Experience of Online Examinations and Proctoring: A Case Based Study

Njuguna¹

2022

ijcsrr

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University curriculum all over the world contain a set of learning outcomes to be achieved through different learning and teaching modes. The achievement of the Learning Outcomes is measured using some form of assessment, usually in the form of University examinations. The traditional teaching has been face-to- face, and therefore many examinations have also been conducted in a face to face manner. One of the challenges of any examination setting is cheating amongst University students, which implies that the examinations must be properly invigilated or proctored. Since the introduction of ICT in Education, there have been attempts to introduce Online examinations, although these are yet to gain full traction. In Kenya, the ODEL standards lean more towards blended learning, where each course has to have a face to face element. Many Universities have therefore been conducting their examinations in a traditional setting. The onset of COVID-19 created a different situation as the social distancing and the restricted movement meant that learners could not attend a physical class. The movement to Remote Emergency Teaching created a challenge on how examinations could be conducted and proctored. Several Universities decided to do the teaching but wait for resumption of face to face studies to conduct their exams, and this had a negative impact on the University Almanac. This paper looks at the case of one Private University that decided to complete a whole semester online but also went on to conduct examinations via the Learning Management System. Using a triangulation of Interviews, Observation and Document Reviews, staff and students who had participated in conducting and taking online examinations were interviewed. The online examinations processed was observed and documents and software used in online examinations and proctoring were reviewed. Reorganization of the examination processes, organizational and cultural change management, ICT technical issues, extensive training, software selection and communication were identified as the key requirements for successful online examinations and proctoring to take place. The use of Proctoring Systems that are integrated with the LMS give a shorter learning curve and are easier to learn and use.

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“…He argues that even though students were motivated to learn online, and appreciated the collaborative and ‘hands‐on’ opportunities offered by online learning, they prefer blended learning, since face to face teaching enables them to have a proper contact and social interactions with their peers, and also industry professionals in a physical environment. The research carried out by Lee and Fanguy ( 2022 ) focuses on online exam proctoring technologies. The researchers examine the impact and effectiveness of the technology in a South Korean context on three areas, namely student subjectivities, pedagogical relationships, and educational outcomes.…”

Section: Higher Education In the Eastmentioning

confidence: 99%