Remote Proctoring: The Effect of Proctoring on Grades

Davis, Ann; Rand, Richard J.; Seay, Robert A.

doi:10.1108/s1085-462220160000018002

Cited by 24 publications

(26 citation statements)

References 6 publications

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“…Some challenges are technological since a robust technical infrastructure is an important element to implementation of e-exams such as is a potential for technical problems to occur during taking the exam (Ilgaz & Adanır, 2020). Slow network speed, Internet connectivity problems, or poor technical infrastructure development (Kearns, 2012;Osuji, 2012;Davis, Rand & Seay. 2016;Ilgaz & Adanır, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Challenges of Deploying Online Exams

Alsadoon¹

2021

RREM

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This study explores the experience of transferring exams from a conventional learning environment to an online format by Technical and Vocational Training Corporation (TVTC) as a response to COVID-19 pandemic. A particular interest of this study was in the challenges facing the administrators at TVTC. A phenomenological approach was employed to analyze data collected from the administrators responsible for the online exams at ten different educational institutions affiliated with TVTC. Findings indicate several challenges to implementing online exams. A robust technologies infrastructure and developing technical skills for instructors and students can help overcome many of these challenges. However, further research to investigate effective strategies for online exams is needed.

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Section: Literature Reviewmentioning

confidence: 99%

Challenges of Deploying Online Exams

Alsadoon¹

2021

RREM

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“…However, this has not changed, and to this day the research continues in the same direction [67,68] despite the good functioning of the examples that were shown in the literary review and that studies such as those of Atoum, Chen, Liu, Hsu, and Liu [69], Davis, Rand, and Seay [70], OReilly and Creagh [71], and Kayser [72], stress the trust and security in e-proctoring, and recommend its use to online educational institutions (and even in place of face-to-face).…”

Section: Discussionmentioning

confidence: 99%

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

González-González

Moro

2020

Sustainability

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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).

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“…Students tend to be opportunistic and cheat when given the opportunity (Authors). Virtual proctoring technology is increasingly effective in preventing such cheating behaviour (Alessio et al, 2018;Davis, Rand, & Seay, 2016; aard en de timing van implementatiebarrières voor surveillance software te evalueren. De resultaten laten zien dat de deelname in de traditionele examensetting zes keer hoger was dan de deelname in het virtueel gesurveilleerde examen vanwege technische hindernissen die studenten ervaarden met de surveillance software.…”

Section: The Effectiveness Of Virtual Proctoring Technology In Secuunclassified

“…Students tend to be opportunistic and cheat when given the opportunity (Authors). Virtual proctoring technology is increasingly effective in preventing such cheating behaviour (Alessio et al, 2018; Davis, Rand, & Seay, 2016; Hylton, Levy, & Dringus, 2016; Karim, Kaminsky, & Behrend, 2014; Weiner & Hurtz, 2017). Cramp and colleagues (2019) provide an overview of the recent literature on virtual proctoring technology as well as a classification of recent literature based on the different levels of invigilation, location and format.…”

Section: Literature Reviewmentioning

confidence: 99%