Abstract
This study aims to investigate the factors that have influence on students' acceptance of online proctored exams. The study was performed at a state university in Turkey during the spring semester of 2020-2021. The sample of the study covers 181 students participated in an online exam organized by the university. The research model of the study is based on the diffusion of innovation (DoI) model. Data of the study were collected by the use of a survey, which consists of items of relative advantage, compatibility, ease of use, trialability, and observability of the DoI model. Multiple regression analysis was employed to investigate the structure of the research model. The results of the study demonstrated that relative advantage, compatibility, and observability factors have significant effect on students' acceptance of online proctored exams. On the other hand, ease of use and trialability factors were found to have no effect on students' acceptance of online proctored exams.
TopBackground
The advantages of online exams increased their use in online and face-to-face courses. With this trend, a need has also emerged for satisfying academic integrity by the use of online proctored exams (Woldeab & Brothen, 2019). That is, “deception and dishonesty in online exams are believed to link to their unmonitored nature where users appear to have the opportunity to collaborate or utilize unauthorized resources during these assessments” (Hylton et al., 2016, p.53). On the other hand, remote proctoring can be employed for decreasing cheating while exams are taking place (Karim et al., 2014).
The systems developed for online exam proctoring enable proctors to observe students during the whole exam session through their webcams, microphones, screen sharing (Turani et al., 2020). Online proctoring systems are developed in various types, such as real-time proctoring, recorded proctoring, and controlled proctoring (Fluck et al., 2009). A proctor observes students remotely via video conferencing and screen sharing applications in real-time proctoring. In the recording proctoring, proctors investigate video and screen recordings of exam sessions. Controlled proctoring is employed for managing online exams with a significant number of test-takers.
Key Terms in this Chapter
Relative Advantage: First factor of DoI based model that aims to identify whether the proposed innovation replaces the existing solution.
Online Proctoring: Use of virtual tools for ensuring security and reliability of online exams.
Ease of Use: Third factor of DoI based model that investigates whether the suggested innovation is difficult to use, or if it includes ease-of-use features that potential users can safely adopt.
Compatibility: Second factor of DoI based model that aims to recognize consistency of online proctored exams with individuals’ values, prior experiences and needs.
Online Exam: Assessment strategy used for evaluating knowledge of learners through appropriate digital tools.