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Qualitative interview study reveals conflicting views on e-proctoring between instructors and students, highlighting complex networked privacy trade-offs and power dynamics in remote exam monitoring.
Most academic institutions have returned to primarily in-person instruction, but e-proctoring software remains a convenient and resource-efficient option to remotely administer and monitor online examinations, despite questions about its effectiveness. Our paper reports on semi-structured interviews with 33 individuals (19 instructors and 14 students) at a large Canadian university. We use the Networked Privacy theoretical framework as a lens to consider the privacy implications of our interview results and how these impact interactions with e-proctoring technology. Our work offers three research contributions: (1) a qualitative comparison of both instructors and students’ perspectives on e-proctoring, and their perspective on the other group's motivations, (2) an examination of using e-proctoring within a university through the lens of networked privacy, enabling reflection on the interconnected aspects and power dynamics involved, and (3) actionable recommendations for institutions and instructors who wish to continue using e-proctoring, as well as design recommendations for technology providers.
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Chaudhry et al. (2026) studied this question.
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