[Note: This article was originally received as an email response to ETCJ’s “Remote Proctoring: UNC’s Low-Tech Network Model May Be the Best.” -Editor]
I was skimming through Educational Technology and Change and thoroughly enjoyed the lively discussion about online proctoring. More specifically, I honed in on the article titled “Remote Proctoring: UNC’s Low-Tech Network Model May Be the Best” and was intrigued by not only the subject matter but also for a couple of other reasons.
I agree that online proctoring is the most effective when it replicates the in-classroom experience and can appreciate UNC’s proctor Remote Testing Services for its simplicity.
Additionally, I work for a company called ProctorU that provides online proctoring for over 200 partner institutions, including a handful of those mentioned in the article. Most recently, we signed a major agreement with the University of North Carolina System that integrates ProctorU with their web infrastructure, enabling students to find an online proctor and test without ever having to leave the UNC site. This Application Programming Interface (API) was recently highlighted in a press release by UNC and covered by the publication Campus Technology.
The partnership with UNC represents the first statewide agreement with a single online proctoring company. We also proctor exams for Northern Virginia Community College (NOVA), the University of Minnesota, and Northwestern University. For a listing of our partner institutions, please visit http://proctoru.com/partners.php.
According to an info graphic compiled by Quirk Education, 12 million students in the U.S. took classes online in 2011. According to a 2011 study from higher education consultants Noel-Levitz, 87 percent of currently enrolled students at 108 institutions are primarily online. According to a 2011 report by the Babson Survey Group, 65 percent of all surveyed institutions said online learning is an important part of their planning. Additionally, 75 percent of students admit to cheating on tests, homework and assignments, according to information pulled from the Monitor on Psychology. Additionally, only 29 percent of people think copying from the web is “serious cheating” and 57 percent of high school students don’t think copying a few sentences without proper credit, sharing test answers, or getting answers from someone who had taken the test is cheating. Most alarmingly for us, 82 percent of a sample of college alumni admitted to engaging in some form of cheating as undergraduates.
Going the Distance: Online Education in the United States, 2011
National Online Learners Priorities Report from Noel-Levitz 2011
What Is Online Learning?
Cheater, Cheater! A Look at Cheating and Plagiarism in the Digital Age (2011)