"Out of My Control": Science Undergraduates Report Mental Health Concerns and Inconsistent Conditions When Using Remote Proctoring Software

Autor/inn/en	Pokorny, Annika; Ballen, Cissy J.; Drake, Abby Grace; Driessen, Emily P.; Fagbodun, Sheritta; Gibbens, Brian; Henning, Jeremiah A.; McCoy, Sophie J.; Thompson, Seth K.; Willis, Charles G.; Lane, A. Kelly
Titel	"Out of My Control": Science Undergraduates Report Mental Health Concerns and Inconsistent Conditions When Using Remote Proctoring Software
Quelle	In: International Journal for Educational Integrity, 19 (2023), Artikel 22 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lane, A. Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1007/s40979-023-00141-4
Schlagwörter	Undergraduate Students; Student Attitudes; Cheating; Educational Technology; Distance Education; Online Courses; Mental Health; Anxiety; Science Education; Science Tests + Suchen Sie Ihr Suchwort? Schülerverhalten; Prellen; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Psychohygiene; Angst; Naturwissenschaftliche Bildung
Abstract	Efforts to discourage academic misconduct in online learning environments frequently include the use of remote proctoring services. While these services are relatively commonplace in undergraduate science courses, there are open questions about students' remote assessment environments and their concerns related to remote proctoring services. Using a survey distributed to 11 undergraduate science courses engaging in remote instruction at three American, public, research-focused institutions during the spring of 2021, we found that the majority of undergraduate students reported testing in suboptimal environments. Students' concerns about remote proctoring services were closely tied to technological difficulties, fear of being wrongfully accused of cheating, and negative impacts on mental health. Our results suggest that remote proctoring services can create and perpetuate inequitable assessment environments for students, and additional research is required to understand the efficacy of their intended purpose to prevent cheating. We also advocate for continued conversations about the broader social and institutional conditions that can pressure students into cheating. While changes to academic culture are difficult, these conversations are necessary for higher education to remain relevant in an increasingly technological world. (As Provided).
Anmerkungen	BioMed Central, Ltd. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://www.springer.com/gp/biomedical-sciences
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01