E-proctored exams during the COVID-19 pandemic: A close understanding

Abstract

Researchers have focused on evaluating and exploring the online examination experience during the COVID-19 pandemic. However, understanding the perceptions of using an e-proctoring tool within the online examination experience is still limited. This study explores the first unique experience for students’ attitudes and concerns using an e-proctoring tool in their final exams during the COVID-19 pandemic. It also highlights the e-tools’ impact on students’ performances to guide educational institutions towards appropriate practices going forward, especially as the pandemic is expected to have far-reaching consequences. A mixed-methods analysis was used to examine heterogeneous sources of data including self-reported data and officially documented data. The data was analyzed by a qualitative analysis of the focus group and quantitative analyses of the survey questions and exam attempts. In June 2020, students participated in a focus group to elaborate on their attitudes and concerns pertaining to their e-proctoring experience. Based on the preliminary outcomes, a survey was developed and distributed to a purposive sample (n = 106) of students from information technology majors who had taken at least one e-proctored exam during the COVID-19 pandemic. Finally, 21 online exams with 815 total attempts were analyzed to assess how well students performed under an e-proctored test. The study’s findings shed light on students’ perceptions of their e-proctoring experience, including their predominant concerns over privacy and various environmental and psychological factors. The research also highlights challenges in implementing the e-proctoring tool as well as its impact on students’ performance.