Comparing Student Performance on Proctored and Non-Proctored Exams in Online Psychology Courses
Comparing Student Performance on Proctored and Non-Proctored Exams in Online Psychology Courses
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DOI：
10.24059/olj.v22i1.1079
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发表时间：
2018-03-01
期刊：
影响因子：
4
通讯作者：
Jones, Ashley A.
中科院分区：
文献类型：
--
作者：
Daffin, Lee William, Jr.;Jones, Ashley A.
随着在线教育成为高中毕业后获得教育的更受欢迎和永久的选择，它也对此类课程的学术严谨性和学生的学术诚信提出了质疑。本研究的目的是探讨诚信问题，并调查学生在网上考试的表现。利用2015年春季至2016年春季在华盛顿州立大学参加不同难度在线心理学课程的约1，700名学生的样本，我们发现学生的表现要好10-20%，并且在非监考考试中花费的时间是监考考试的两倍。效果举行时，我们比较了我们的内部监考服务在此期间使用的ProctorU，在2012年秋季使用一个学期。为了确保最稳健的设计，我们还在每个班级中至少轮换一次监考考试，然后比较监考考试与非监考考试的表现。结果显示，当考试是非监考时，比当它是监考更好的表现。最后，由于我们的研究在四个学期中更换了教师，我们希望确保结果不是由于教学风格的差异。排除了该潜在混杂变量。我们讨论了表现差异的可能原因，包括学生的学术不端行为，并提供建议，以确保我们在在线课程中既有学术严谨性又有诚信。
As online education becomes a more popular and permanent option for obtaining an education after high school, it also raises questions as to the academic rigor of such classes and the academic integrity of the students taking the classes. The purpose of the current study is to explore the integrity issue and to investigate student performance on online examinations. Utilizing a sample of about 1,700 students who took online psychology classes of varying difficulty at Washington State University from spring 2015 to spring 2016, we found that students performed 10-20% better and took about twice as long on non-proctored versus proctored exams. The effect held when we compared our in-house proctoring service used during this time against ProctorU, used for one semester in fall 2012. To ensure the most robust design possible, we also rotated the proctored exam in each class at least once and then compared performance on an exam when it was proctored versus when the same exam was non-proctored. Results showed better performance when the exam was non-proctored than when it was proctored. Finally, since instructors changed over the four semesters our study ran, we wanted to ensure that the results were not due to differences in teaching style. This potential confounding variable was eliminated. We discuss possible reasons for the difference in performance, to include student academic misconduct, and offer suggestions for ensuring we have both academic rigor and integrity in online courses.