Monitoring Methods and Student Performance in Distance Education Exams

Autor/inn/en	Rodríguez-Villalobos, Martha; Fernandez-Garza, Jessica; Heredia-Escorza, Yolanda
Titel	Monitoring Methods and Student Performance in Distance Education Exams
Quelle	In: International Journal of Information and Learning Technology, 40 (2023) 2, S.164-176 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodríguez-Villalobos, Martha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-4880
DOI	10.1108/IJILT-04-2022-0085
Schlagwörter	Computer Assisted Testing; Academic Achievement; Distance Education; Computer Software; Graduate Students; Supervision; Foreign Countries; Business Administration Education; Mexico + Suchen Sie Ihr Suchwort? Schulleistung; Distance study; Distance learning; Fernunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Mexiko
Abstract	Purpose: The objective of this study was to compare three distinct methods of test monitoring in the context of distance education--non-proctored remote or online tests, traditional face-to-face proctored tests and remotely proctored tests using software--to analyze if the method in which tests are monitored influences the obtained grades. Design/methodology/approach: The experiment was carried out at the postgraduate level in the Master's Degree in Administration program in the modality of distance education, with a total of 296 students during three terms wherein the monitoring method of the final exam varied, keeping the other variables constant. This study used a quantitative method in which the distribution of grades was analyzed; and the grades from each method were tested. Finally, using a multiple linear regression model with dichotomous variables, the impact on students' academic performance with each method was quantified. Findings: The results indicated that the remotely proctored online test grades were seven points lower with respect to the traditional method. This result does not mean that the lower scores in the remote proctored condition were due to better adherence to academic honesty, maybe this could be due to test anxiety, technology interference or a number of other factors that would confound the validity of the final test score. Practical implications: The results indicated that the non-proctored online test favored the grade in four points with respect to the traditional method. Social implications: The authors conclude to support recommending non-proctored online test, this can be a closer substitute to the traditional method than remote application with software monitoring. Originality/value: Not exist another paper to compare three distinct methods of test monitoring in the context of distance education. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01