The Effects of Implementation Barriers in Virtually Proctored Examination: A Randomised Field Experiment in Dutch Higher Education

Autor/inn/en	Halem, Nicolette; Klaveren, Chris; Cornelisz, Ilja
Titel	The Effects of Implementation Barriers in Virtually Proctored Examination: A Randomised Field Experiment in Dutch Higher Education
Quelle	In: Higher Education Quarterly, 75 (2021) 2, S.333-347 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Halem, Nicolette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-5224
DOI	10.1111/hequ.12275
Schlagwörter	Foreign Countries; Supervision; Computer Assisted Testing; Barriers; College Students; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Niederlande
Abstract	Virtual proctoring technology is credited with increasing the accessibility of exams by enabling students to participate in exams at any time and place. In this field experiment, students were randomly assigned to virtual proctoring or traditional on-campus examination to evaluate the effect, nature and timing of implementation barriers for online proctoring in higher education. The results show that the uptake in the traditional examination setting in this study was six times higher due to technical hurdles that students experienced with the virtual proctoring software. When alleviating these implementation barriers by offering all students the chance to participate in an unproctored retake, students initially assigned to virtual proctoring still showed a significantly lower uptake rate. Uptake could not be related to student characteristics, such as performance levels and motivation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01