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Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Online Proctoring Versus Traditional Proctoring: Are Exam Scores Affected?

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#blended17529
Presenter(s)
Kristine Fish (California State Polytechnic University, USA)
Session Information
July 8, 2014 - 5:30pm
Track: 
Teaching & Learning Effectiveness
Major Emphasis of Presentation: 
Research and Evaluation
Institutional Level: 
Universities and Four Year Institutions
Audience Level: 
All
Session Type: 
Electronic Poster
Location: 
Plaza Foyer
Session Duration: 
60 Minutes
Session: 
Electronic Poster Session
Abstract

Come find out if students are affected by online proctoring compared to traditional proctoring as evidenced by their exam scores.

Extended Abstract

With the use of online proctoring becoming more widespread in both online and blended courses, the question arises as to whether or not there are differences in students' ability to display their cognitive knowledge via exam scores. Some students' have attributed increased anxiety levels when taking exams with online proctors compared to a face-to-face proctors. Does increased anxiety result in lower exam scores? The primary research question of this study is do differences exist in scores among exams taken at home with online proctoring and those taken in the classroom with face-to-face proctoring? Methods: Students enrolled in hybrid sections (n=127) of a stress management course completed a midterm exam on a scantron in the classroom. Students enrolled in online sections of the same course (n=293) completed the same exam at home with an online proctoring company. Average scores were compared. The type of online proctoring that was used involved a "live" person and 2 way conversation between proctor and student. Results: Online students scored significantly lower on the midterm exam compared to hybrid students. Conclusions: Although online proctoring is becoming more prevalent and is convenient for both faculty and students, additional investigation into factors affecting students' perceptions about online proctoring models is needed in order to determine the method of online proctoring that is most conducive to student performance.

Lead Presenter

Kristine Fish received her BS and MS in Health Science from Brigham Young University and PhD in School Health Education from Southern Illinois University. She has been teaching online classes at the university level sine 1999. Her research interests are in the are of health education and online learning.