Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors
Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors
复制标题
DOI：
10.3390/su12083488
复制
发表时间：
2020-04-01
期刊：
影响因子：
3.9
通讯作者：
Infante-Moro, Juan C.
中科院分区：
文献类型：
--
作者：
Gonzalez-Gonzalez, Carina S.;Infante-Moro, Alfonso;Infante-Moro, Juan C.
大多数在线教学机构仍然不提供完整的远程教学，要求学生在评估过程中亲自在场（出于监督原因），这可能会加剧大规模开放式在线教学的评估和认证。虽然，已经有电子监考工具（电子监考）允许远程执行此过程，而不需要物理存在。出于这个原因，为了使这一完整的远程教学扩展到尚未相信其实施成功的机构，本研究，通过书目研究和因果关系的研究进行了专家在网上教学，侧重于定位的决定性动机因素时，接受和实施这一评价系统作为远程监督的方法，并试图鼓励其使用通过他们。所获得的列表包括以下激励因素：质量管理，可用信息，外部条件，信任，感知兼容性，感知有用性，态度和意图，在整个过程中最具决定性的因素是信任（这将是机构在使用该工具时的安全和隐私程度）。
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).