Qualitative analysis highlights student perceptions of proctored online exams in distance education, suggesting reliability comparable to traditional assessments.
The purpose of this study is to ascertain distance education students' views on their experiences with Artificial intelligence-based (AI-based) proctored online exams. Data were collected from 34 students enrolled in a distance education associate degree program at a university in Turkey. A researcher-developed questionnaire was employed to ascertain students' views on proctored online exams. The content analysis method was used to analyze the data from the questionnaire. Themes determined from the analysis are grouped under six categories: Flexibility and Accessibility, Affective Factors, Support Services, Exam Conditions, Exam Access Issues, and Personal Factors. These categories comprehensively review various aspects of students' online exam experiences, providing in-depth insights into the opportunities and challenges encountered. Additionally, the study includes important information regarding students' emotional states during online exams and the support services they receive. The study revealed positive student perceptions, equating the reliability of online exams with face-to-face exams. Results suggest that with the right infrastructure, software, and team, proctored online exams can provide an environment as reliable as traditional settings.
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Emine Aruğaslan (2025) studied this question.
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