Effects of Proctoring vs. Cheating Inhibitors on Exam Scores: An Online Research Methods Course

• In Event: 125 - Section on Teaching and Learning in Sociology Refereed Roundtable Session
  In Refereed Roundtable 100min: Table 02. Online Intentions

Abstract

While enrollment in online courses has tripled in ten years, little is known about the impact of different exam taking environments on learning and cheating in this context. Two Meta-analyses have reported that grades in on line courses are higher than face to face (f2f) courses, but this may be the result of differential opportunities for cheating. The present study reduces opportunities to cheat on exams in an online course to see if such restrictions lower the difference in grades between technologically proctored and human proctored examinations. METHODS. Data are based on 217 students who completed a research methods course in at a research-extensive university. The control group consisted of students in online sections who were called back to campus to take exams in a proctored environment. The on line experimental group took exams off campus using Respondus Lockdown Browser (RLB), an environment with multiple cheating inhibitors. All sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. The central independent variable is the type of exam environment: proctored vs. the RLB environment. RESULTS: Controlling for other constructs, there was no significant difference between student final exam scores in the proctored sections vs. the sections employing RLB. Further, analyses of at risk persons (males and low achievers) found no grade differentials between groups. CONCLUSION. The results suggest that the judicious use of online cheating inhibitors may reduce the grade differential in online vs. f2f courses.

Author

• Steven Stack, Wayne State University