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The COVID-19 pandemic accelerated the implementation of online assessments at an unprecedented pace. The pandemic required most higher education institutions worldwide to implement online assessments almost overnight. The study aimed to gain an understanding of auditing students' perceptions of online assessments and e-proctoring systems during the pandemic. A web-based questionnaire was administered to postgraduate auditing students who had taken part in remote online assessments at an open distance and e-learning university in South Africa, invigilated via e-proctoring software, which was introduced in the 2020 academic year. A total of 238 students participated in the study. Factor analysis, using principal component factor analysis, was performed to identify the factors or components that possibly caused the variation in these auditing students' perceptions of online assessments and e-proctoring. Varimax with Kaiser normalisation was used as a rotation method. This process revealed five main components that explained variations in participants' perceptions, namely: Component 1—emotions (assessments), appropriateness (assessments), fairness (assessments), monetary aspects, and time; Component 2—practical IT matters, academic integrity (e-proctoring) and cheating (e-proctoring); Component 3—practical IT matters (e-proctoring) and emotions (e-proctoring); Component 4—practical IT matters (assessments) and time (assessments); and Component 5—cheating (assessments). Implications of the findings for educators are offered, along with recommendations for future research. [ABSTRACT FROM AUTHOR]

Abstract The COVID-19 pandemic accelerated the implementation of online assessments at an unprecedented pace. The pandemic required most higher education institutions worldwide to implement online assessments almost overnight. The study aimed to gain an understanding of auditing students’ perceptions of online assessments and e-proctoring systems during the pandemic. A web-based questionnaire was administered to postgraduate auditing students who had taken part in remote online assessments at an open distance and e-learning university in South Africa, invigilated via e-proctoring software, which was introduced in the 2020 academic year. A total of 238 students participated in the study. Factor analysis, using principal component factor analysis, was performed to identify the factors or components that possibly caused the variation in these auditing students’ perceptions of online assessments and e-proctoring. Varimax with Kaiser normalisation was used as a rotation method. This process revealed five main components that explained variations in participants’ perceptions, namely: Component 1—emotions (assessments), appropriateness (assessments), fairness (assessments), monetary aspects, and time; Component 2—practical IT matters, academic integrity (e-proctoring) and cheating (e-proctoring); Component 3—practical IT matters (e-proctoring) and emotions (e-proctoring); Component 4—practical IT matters (assessments) and time (assessments); and Component 5—cheating (assessments). Implications of the findings for educators are offered, along with recommendations for future research.

Abstract Online education, while not a new phenomenon, underwent a monumental shift during the COVID-19 pandemic, pushing educators and students alike into the uncharted waters of full-time digital learning. With this shift came renewed concerns about the integrity of online assessments. Amidst a landscape rapidly being reshaped by online exam/homework assistance platforms, which witnessed soaring stocks as students availed its questionable exam assistance, and the emergence of sophisticated artificial intelligence tools like ChatGPT, the traditional methods of assessment faced unprecedented challenges. This paper presents the results of an observational study, using data from an introductory statistics course taught every semester by the author, and delves into the proliferation of cheating methods. Analyzing exam score results from the pre and post introduction of ChatGPT periods, the research unpacks the extent of cheating and provides strategies to counteract this trend. The findings starkly illustrate significant increases in exam scores from when exams of similar difficulty were administered in person (pre-Covid) versus online. The format, difficulty, and grading of the exams was the same throughout. Although randomized controlled experiments are generally more effective than observational studies, we will indicate when we present the data why experiments would not be feasible for this research. In addition to presenting experimental findings, the paper offers some insights, based on the author's extensive experience, to guide educators in crafting more secure online assessments in this new era, both for courses at the introductory level and more advances courses The results and findings are relevant to introductory courses that can use multiple choice exams in any subject but the recommendations for upper-level courses will be relevant primarily to STEM subjects. The research underscores the pressing need for reinventing assessment techniques to uphold the sanctity of online education.

Online education, while not a new phenomenon, underwent a monumental shift during the COVID-19 pandemic, pushing educators and students alike into the uncharted waters of full-time digital learning. With this shift came renewed concerns about the integrity of online assessments. Amidst a landscape rapidly being reshaped by online exam/homework assistance platforms, which witnessed soaring stocks as students availed its questionable exam assistance, and the emergence of sophisticated artificial intelligence tools like ChatGPT, the traditional methods of assessment faced unprecedented challenges. This paper presents the results of an observational study, using data from an introductory statistics course taught every semester by the author, and delves into the proliferation of cheating methods. Analyzing exam score results from the pre and post introduction of ChatGPT periods, the research unpacks the extent of cheating and provides strategies to counteract this trend. The findings starkly illustrate significant increases in exam scores from when exams of similar difficulty were administered in person (pre-Covid) versus online. The format, difficulty, and grading of the exams was the same throughout. Although randomized controlled experiments are generally more effective than observational studies, we will indicate when we present the data why experiments would not be feasible for this research. In addition to presenting experimental findings, the paper offers some insights, based on the author's extensive experience, to guide educators in crafting more secure online assessments in this new era, both for courses at the introductory level and more advances courses The results and findings are relevant to introductory courses that can use multiple choice exams in any subject but the recommendations for upper-level courses will be relevant primarily to STEM subjects. The research underscores the pressing need for reinventing assessment techniques to uphold the sanctity of online education. [ABSTRACT FROM AUTHOR]