This experiment examined the effect of testing venue (online vs. classroom) and test format (multiple choice, true/false, open-ended) on performance on a test of political knowledge. Political knowledge test scores were higher in the online open-ended condition than in the classroom open-ended condition, with no evidence of venue differences for the multiple-choice or true/false format. This pattern is consistent with self-deceptive enhancement motivations. Given the proliferation of online surveys in academic research, these data enhance our understanding of the impact of data collection procedures on the validity of measures of seminal communication constructs.
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Shulman et al. (2014) studied this question.
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