Using or not Using Online Proctoring Software in a Distance Learning Assessment Context?
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Abstract
In a distance learning context, online assessment represents a real challenge, as a wealth of information is readily available to learners with just a few clicks. As a result, online proctoring software has become a must-have tool. A reflection must accompany this interest in the use of this technology on the possible effects that online proctoring may have on students. These effects may be desirable, stemming from the very nature of proctoring software in ensuring the academic integrity of remote assessments. Still, there is also an undesirable effect linked to the increased anxiety using proctoring, notably due to the intrusive nature of these tools, the technological factor and the conditions to be respected that they presuppose. This undesirable effect can be mitigated and controlled, making online proctoring a valuable tool in the necessary fight against academic fraud. Online proctoring software remains an important tool for ensuring that online assessment is carried out securely and effectively, provided that every means is put in place to support students in this monitoring mode.
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References
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