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What is the student experience of remote proctoring? A pragmatic scoping review
E. Marano 
,
Phil Newton ,
Z. Birch ,
M. Croombs ,
C. Gilbert ,
Michael Draper
,
Phil Newton ,
Z. Birch ,
M. Croombs ,
C. Gilbert ,
Michael Draper
Higher Education Quarterly, Volume: 78, Issue: 3, Pages: 1031 - 1047
Swansea University Authors:
Phil Newton , Michael Draper
-
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DOI (Published version): 10.1111/hequ.12506
Abstract
Remote or online proctoring (invigilating) is a technology primarily used to improve the integrity of online examinations. The use of remote proctoring increased significantly as the world switched to online assessment during the COVID-19 pandemic. Remote proctoring received negative media attention...
| Published in: | Higher Education Quarterly |
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| ISSN: | 0951-5224 1468-2273 |
| Published: |
Wiley
2024
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa65858 |
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The use of remote proctoring increased significantly as the world switched to online assessment during the COVID-19 pandemic. Remote proctoring received negative media attention, including concerns about user privacy, discrimination and the accuracy of automated systems for detecting and reporting cheating. However, it is unclear whether these media concerns fully reflect the experiences of students. Online assessment offers a number of potential advantages to learners and education providers, and it seems likely that it is here to stay. It is essential to fully understand the learner experience of remote proctoring, with a view to ensuring it is as effective as possible while meeting the needs of all stakeholders, especially those being proctored. We undertook a scoping review of research into the student experience of online proctoring, with a pragmatic focus, aimed at developing guidance for higher education providers, based on the student experience. We reviewed primary research studies which evaluated the student experience of the use of remote proctoring for summative assessment in Higher Education. We used the Education Research Information Center database (ERIC) and Google Scholar. 21 papers were identified, from which the positives and negatives of the student experience were extracted, along with the main recommendations from the research. These were then synthesised into a series of summary recommendations by thematic analysis, by a team of researchers that included students and academic staff. We found that student experience was largely negative, influenced by concerns over privacy, technological challenges, fairness and stress. Recommendations were to include the student voice in decisions about how and why to use remote proctoring and limiting the use of remote proctoring. 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v2 65858 2024-03-18 What is the student experience of remote proctoring? A pragmatic scoping review 6e0a363d04c407371184d82f7a5bddc8 0000-0002-5272-7979 Phil Newton Phil Newton true false 02beb9fc34a40c52d88c6e8ad9db1e92 0000-0003-1272-8122 Michael Draper Michael Draper true false 2024-03-18 MEDS Remote or online proctoring (invigilating) is a technology primarily used to improve the integrity of online examinations. The use of remote proctoring increased significantly as the world switched to online assessment during the COVID-19 pandemic. Remote proctoring received negative media attention, including concerns about user privacy, discrimination and the accuracy of automated systems for detecting and reporting cheating. However, it is unclear whether these media concerns fully reflect the experiences of students. Online assessment offers a number of potential advantages to learners and education providers, and it seems likely that it is here to stay. It is essential to fully understand the learner experience of remote proctoring, with a view to ensuring it is as effective as possible while meeting the needs of all stakeholders, especially those being proctored. We undertook a scoping review of research into the student experience of online proctoring, with a pragmatic focus, aimed at developing guidance for higher education providers, based on the student experience. We reviewed primary research studies which evaluated the student experience of the use of remote proctoring for summative assessment in Higher Education. We used the Education Research Information Center database (ERIC) and Google Scholar. 21 papers were identified, from which the positives and negatives of the student experience were extracted, along with the main recommendations from the research. These were then synthesised into a series of summary recommendations by thematic analysis, by a team of researchers that included students and academic staff. We found that student experience was largely negative, influenced by concerns over privacy, technological challenges, fairness and stress. Recommendations were to include the student voice in decisions about how and why to use remote proctoring and limiting the use of remote proctoring. Working with students as partners and limiting the use of remote proctoring where possible, are key to ensuring a positive student experience. Journal Article Higher Education Quarterly 78 3 1031 1047 Wiley 0951-5224 1468-2273 Automated proctoring, higher education, online assessment, online invigilation, online proctoring, Panopticon, proctoring, remote invigilation, student experience 20 7 2024 2024-07-20 10.1111/hequ.12506 Review Article COLLEGE NANME Medical School COLLEGE CODE MEDS Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2024-10-07T15:18:23.5297994 2024-03-18T16:08:49.1771378 Swansea University Medical School Medicine E. Marano 0000-0002-4212-2706 1 Phil Newton 0000-0002-5272-7979 2 Z. Birch 0000-0001-7220-4780 3 M. Croombs 0000-0003-2893-4182 4 C. Gilbert 0000-0002-9853-7046 5 Michael Draper 0000-0003-1272-8122 6 65858__29739__34c1ae52ef2c42e98019e034e44c0821.pdf 65858_VoR.pdf 2024-03-18T16:11:51.4042273 Output 634619 application/pdf Version of Record true © 2024 The Authors. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License. true eng http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| title |
What is the student experience of remote proctoring? A pragmatic scoping review |
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What is the student experience of remote proctoring? A pragmatic scoping review Phil Newton Michael Draper |
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What is the student experience of remote proctoring? A pragmatic scoping review |
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What is the student experience of remote proctoring? A pragmatic scoping review |
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What is the student experience of remote proctoring? A pragmatic scoping review |
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What is the student experience of remote proctoring? A pragmatic scoping review |
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What is the student experience of remote proctoring? A pragmatic scoping review |
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6e0a363d04c407371184d82f7a5bddc8_***_Phil Newton 02beb9fc34a40c52d88c6e8ad9db1e92_***_Michael Draper |
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Phil Newton Michael Draper |
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E. Marano Phil Newton Z. Birch M. Croombs C. Gilbert Michael Draper |
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Remote or online proctoring (invigilating) is a technology primarily used to improve the integrity of online examinations. The use of remote proctoring increased significantly as the world switched to online assessment during the COVID-19 pandemic. Remote proctoring received negative media attention, including concerns about user privacy, discrimination and the accuracy of automated systems for detecting and reporting cheating. However, it is unclear whether these media concerns fully reflect the experiences of students. Online assessment offers a number of potential advantages to learners and education providers, and it seems likely that it is here to stay. It is essential to fully understand the learner experience of remote proctoring, with a view to ensuring it is as effective as possible while meeting the needs of all stakeholders, especially those being proctored. We undertook a scoping review of research into the student experience of online proctoring, with a pragmatic focus, aimed at developing guidance for higher education providers, based on the student experience. We reviewed primary research studies which evaluated the student experience of the use of remote proctoring for summative assessment in Higher Education. We used the Education Research Information Center database (ERIC) and Google Scholar. 21 papers were identified, from which the positives and negatives of the student experience were extracted, along with the main recommendations from the research. These were then synthesised into a series of summary recommendations by thematic analysis, by a team of researchers that included students and academic staff. We found that student experience was largely negative, influenced by concerns over privacy, technological challenges, fairness and stress. Recommendations were to include the student voice in decisions about how and why to use remote proctoring and limiting the use of remote proctoring. Working with students as partners and limiting the use of remote proctoring where possible, are key to ensuring a positive student experience. |
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2024-07-20T15:18:21Z |
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