Faculty and Student Perceptions of Academic Integrity in Technology-Assisted Learning and Testing

The Bottom Line

Faculty and students have very different perceptions about academic integrity with online proctoring in assessments and whether or not it should be used.

Research Summary

Faculty and students have had to adjust to the increased usage of online assessment tools. This study examines the perceptions of 150 faculty and 78 students on academic integrity in the online setting and the effectiveness of online proctoring tools. Results indicate that faculty and students tend to agree that academic integrity in the online setting is a high priority and that cheating in the online setting is easier. However, faculty and students differ in their perceptions of online proctoring as an effective tool to prevent cheating. Faculty and students’ perceptions diverge the most on whether or not they would use online proctoring if given the choice. When presented with the choice of using online proctoring, overwhelmingly students would choose not to use it as they consider it to be an invasion in privacy.   

Summary of Statistics on Student Perceptions of E-Proctoring vs. Face-to-Face Assessments:

• 81% of faculty and 83% of students perceive that cheating in the online setting is easier.
• 54% of faculty and 98% of students would choose not to use an online proctoring tool, if given the choice.
• 53% of faculty and 70% of students consider online proctoring as an invasion of privacy.

Key Takeaways

1. The Majority of Students and Faculty Prefer to Not Use Online Proctoring

While both groups prefer to not to use online proctoring tools, students overwhelmingly would prefer not to use it.

2. Online Proctoring Is Perceived as an Invasion of Privacy

Students perceive online proctoring as an invasion of privacy more so than faculty.

3. Online Education Needs to Incorporate Both Faculty and Student Concerns

Best practices in education need to consider the views of administrators, instructors, and students.