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The Mixed-Bag Impact of Online Proctoring Software in Undergraduate Courses

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Title: The Mixed-Bag Impact of Online Proctoring Software in Undergraduate Courses
Language: English
Authors: Jill Oeding (ORCID 0000-0001-8298-0759), Theresa Gunn (ORCID 0009-0006-2219-6667), Jamie Seitz (ORCID 0000-0002-7805-8806)
Source: Open Praxis. 2024 16(1):82-93.
Availability: International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Supervision, Computer Software, Online Courses, Grades (Scholastic), Undergraduate Students, Cheating, Prevention, College Faculty, Electronic Learning, Student Characteristics
ISSN: 1369-9997
2304-070X
Abstract: This quantitative study is designed to help educational institutions and instructors make informed decisions regarding the use of online proctoring software. The researchers studied the impact of proctoring software in online courses by comparing the final grades of two groups of online, undergraduate students who took the same online course with the same professor who administered virtually the same content, with and without proctoring software. The overall sample included 252 students in six different undergraduate courses. When regressing all six courses together, the data did not show that the addition of proctoring software created a significantly lower course grade. The researchers then regressed the data of each individual undergraduate course, with the addition of independent variables, which had a mixed-bag of results. Interestingly, an undergraduate business course showed that the use of proctoring software reduced course grades while other courses produced interesting significant findings relative to gender and attendance status.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415725
Database: ERIC
FullText Text:
  Availability: 0
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  Data: The Mixed-Bag Impact of Online Proctoring Software in Undergraduate Courses
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  Data: <searchLink fieldCode="AR" term="%22Jill+Oeding%22">Jill Oeding</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8298-0759">0000-0001-8298-0759</externalLink>)<br /><searchLink fieldCode="AR" term="%22Theresa+Gunn%22">Theresa Gunn</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-2219-6667">0009-0006-2219-6667</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jamie+Seitz%22">Jamie Seitz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7805-8806">0000-0002-7805-8806</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Open+Praxis%22"><i>Open Praxis</i></searchLink>. 2024 16(1):82-93.
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  Data: International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cheating%22">Cheating</searchLink><br /><searchLink fieldCode="DE" term="%22Prevention%22">Prevention</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
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  Data: 1369-9997<br />2304-070X
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  Data: This quantitative study is designed to help educational institutions and instructors make informed decisions regarding the use of online proctoring software. The researchers studied the impact of proctoring software in online courses by comparing the final grades of two groups of online, undergraduate students who took the same online course with the same professor who administered virtually the same content, with and without proctoring software. The overall sample included 252 students in six different undergraduate courses. When regressing all six courses together, the data did not show that the addition of proctoring software created a significantly lower course grade. The researchers then regressed the data of each individual undergraduate course, with the addition of independent variables, which had a mixed-bag of results. Interestingly, an undergraduate business course showed that the use of proctoring software reduced course grades while other courses produced interesting significant findings relative to gender and attendance status.
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  Data: 2024
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  Data: EJ1415725
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 82
    Subjects:
      – SubjectFull: Supervision
        Type: general
      – SubjectFull: Computer Software
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Grades (Scholastic)
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Cheating
        Type: general
      – SubjectFull: Prevention
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
    Titles:
      – TitleFull: The Mixed-Bag Impact of Online Proctoring Software in Undergraduate Courses
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            NameFull: Jill Oeding
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            NameFull: Theresa Gunn
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              Type: published
              Y: 2024
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              Value: 1369-9997
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