Students' technological ambivalence toward online proctoring and the need for responsible use of educational technologies
Background COVID‐19 has led to an unprecedented increase in the use of technology for teaching and learning in higher education institutions (HEIs), including in engineering, computing, and technology programs. Given the urgency of the situation, technologies were often implemented with a short‐term...
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Veröffentlicht in: | Journal of engineering education (Washington, D.C.) D.C.), 2023-01, Vol.112 (1), p.221-242 |
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creator | Johri, Aditya Hingle, Ashish |
description | Background
COVID‐19 has led to an unprecedented increase in the use of technology for teaching and learning in higher education institutions (HEIs), including in engineering, computing, and technology programs. Given the urgency of the situation, technologies were often implemented with a short‐term rather than long‐term view.
Purpose
In this study, we investigate students' perceptions of the use of video‐based monitoring (VbM) for proctoring exams to better assess its impact on students. We leverage technological ambivalence as a framing lens to analyze students' experiences and perceptions of using VbM and draw implications for responsible use of educational technology.
Method
Qualitative data were collected from students using focus group interviews and discussion board assignments and analyzed inductively to understand students' experiences.
Findings
We present a framework of how a technological shift of existing practice triggered ambivalence that manifested itself as a sustained negative outlook among students regarding the use of VbM, as well as their institution and instructors. Students accepted the inevitability of the technology but were unconvinced that the benefits of VbM outweighed its risks.
Conclusions
As instructors use educational technologies that are inherently driven by user data and algorithms that are not transparent, it is imperative that they are attentive to the responsible use of technology. To educate future engineers who are ethically and morally responsible, engineering educators and engineering institutions need to exhibit that behavior in their own practices, starting with their use of educational technologies. |
doi_str_mv | 10.1002/jee.20504 |
format | Article |
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COVID‐19 has led to an unprecedented increase in the use of technology for teaching and learning in higher education institutions (HEIs), including in engineering, computing, and technology programs. Given the urgency of the situation, technologies were often implemented with a short‐term rather than long‐term view.
Purpose
In this study, we investigate students' perceptions of the use of video‐based monitoring (VbM) for proctoring exams to better assess its impact on students. We leverage technological ambivalence as a framing lens to analyze students' experiences and perceptions of using VbM and draw implications for responsible use of educational technology.
Method
Qualitative data were collected from students using focus group interviews and discussion board assignments and analyzed inductively to understand students' experiences.
Findings
We present a framework of how a technological shift of existing practice triggered ambivalence that manifested itself as a sustained negative outlook among students regarding the use of VbM, as well as their institution and instructors. Students accepted the inevitability of the technology but were unconvinced that the benefits of VbM outweighed its risks.
Conclusions
As instructors use educational technologies that are inherently driven by user data and algorithms that are not transparent, it is imperative that they are attentive to the responsible use of technology. To educate future engineers who are ethically and morally responsible, engineering educators and engineering institutions need to exhibit that behavior in their own practices, starting with their use of educational technologies.</description><identifier>ISSN: 1069-4730</identifier><identifier>EISSN: 2168-9830</identifier><identifier>DOI: 10.1002/jee.20504</identifier><language>eng</language><publisher>Hoboken, USA: John Wiley & Sons, Inc</publisher><subject>Algorithms ; Computer Assisted Testing ; Computer Attitudes ; Educational Benefits ; Educational Technology ; Engineering ; Engineering Education ; Focus Groups ; Higher education institutions ; Interviews ; Negative Attitudes ; online learning ; online proctoring ; Qualitative analysis ; responsible use of technology ; Student Attitudes ; Students ; Supervision ; Teachers ; Teaching Methods ; technological ambivalence ; Technology Uses in Education ; Technology utilization ; Tests ; Video Technology</subject><ispartof>Journal of engineering education (Washington, D.C.), 2023-01, Vol.112 (1), p.221-242</ispartof><rights>2023 The Authors. published by Wiley Periodicals LLC on behalf of American Society for Engineering Education.</rights><rights>2023. This article is published under http://creativecommons.org/licenses/by-nc-nd/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3544-9d9e2ba0475dffc96fe55779447bb616a1a276fc7833795a11b6dbe50d3e50463</citedby><cites>FETCH-LOGICAL-c3544-9d9e2ba0475dffc96fe55779447bb616a1a276fc7833795a11b6dbe50d3e50463</cites><orcidid>0000-0002-6178-1256 ; 0000-0001-9018-7574</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fjee.20504$$EPDF$$P50$$Gwiley$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fjee.20504$$EHTML$$P50$$Gwiley$$Hfree_for_read</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1363510$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Johri, Aditya</creatorcontrib><creatorcontrib>Hingle, Ashish</creatorcontrib><title>Students' technological ambivalence toward online proctoring and the need for responsible use of educational technologies</title><title>Journal of engineering education (Washington, D.C.)</title><description>Background
COVID‐19 has led to an unprecedented increase in the use of technology for teaching and learning in higher education institutions (HEIs), including in engineering, computing, and technology programs. Given the urgency of the situation, technologies were often implemented with a short‐term rather than long‐term view.
Purpose
In this study, we investigate students' perceptions of the use of video‐based monitoring (VbM) for proctoring exams to better assess its impact on students. We leverage technological ambivalence as a framing lens to analyze students' experiences and perceptions of using VbM and draw implications for responsible use of educational technology.
Method
Qualitative data were collected from students using focus group interviews and discussion board assignments and analyzed inductively to understand students' experiences.
Findings
We present a framework of how a technological shift of existing practice triggered ambivalence that manifested itself as a sustained negative outlook among students regarding the use of VbM, as well as their institution and instructors. Students accepted the inevitability of the technology but were unconvinced that the benefits of VbM outweighed its risks.
Conclusions
As instructors use educational technologies that are inherently driven by user data and algorithms that are not transparent, it is imperative that they are attentive to the responsible use of technology. To educate future engineers who are ethically and morally responsible, engineering educators and engineering institutions need to exhibit that behavior in their own practices, starting with their use of educational technologies.</description><subject>Algorithms</subject><subject>Computer Assisted Testing</subject><subject>Computer Attitudes</subject><subject>Educational Benefits</subject><subject>Educational Technology</subject><subject>Engineering</subject><subject>Engineering Education</subject><subject>Focus Groups</subject><subject>Higher education institutions</subject><subject>Interviews</subject><subject>Negative Attitudes</subject><subject>online learning</subject><subject>online proctoring</subject><subject>Qualitative analysis</subject><subject>responsible use of technology</subject><subject>Student Attitudes</subject><subject>Students</subject><subject>Supervision</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>technological ambivalence</subject><subject>Technology Uses in Education</subject><subject>Technology utilization</subject><subject>Tests</subject><subject>Video Technology</subject><issn>1069-4730</issn><issn>2168-9830</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>24P</sourceid><sourceid>WIN</sourceid><recordid>eNp1kD9PwzAQxS0EEqUw8AGQLDEghhQ7Tux6RFX4U1ViAObIsS_gKrWLnYD67TEEwcRyN7zfvXt6CJ1SMqOE5FdrgFlOSlLsoUlO-TyTc0b20YQSLrNCMHKIjmJcE0Ik4WKCdo_9YMD18QL3oF-d7_yL1arDatPYd9WB04B7_6GCwd511gHeBq97H6x7wcoZ3L8CdgAGtz7gAHHrXbRNB3iIgH2LwQxa9da7ZPr3AuIxOmhVF-HkZ0_R8031tLjLVg-394vrVaZZWRSZNBLyRpFClKZtteQtlKUQsihE03DKFVW54K0Wc8aELBWlDTcNlMSwNArOpuh89E253waIfb32Q0hpYp0OZU7FnLJEXY6UDj7GAG29DXajwq6mpP5qtk7N1t_NJvZsZCFY_ctVS8o4KylJ-tWof9gOdv8b1cuqGh0_AVGPhYM</recordid><startdate>202301</startdate><enddate>202301</enddate><creator>Johri, Aditya</creator><creator>Hingle, Ashish</creator><general>John Wiley & Sons, Inc</general><general>Wiley</general><general>Blackwell Publishing Ltd</general><scope>24P</scope><scope>WIN</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>4T-</scope><orcidid>https://orcid.org/0000-0002-6178-1256</orcidid><orcidid>https://orcid.org/0000-0001-9018-7574</orcidid></search><sort><creationdate>202301</creationdate><title>Students' technological ambivalence toward online proctoring and the need for responsible use of educational technologies</title><author>Johri, Aditya ; Hingle, Ashish</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3544-9d9e2ba0475dffc96fe55779447bb616a1a276fc7833795a11b6dbe50d3e50463</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Algorithms</topic><topic>Computer Assisted Testing</topic><topic>Computer Attitudes</topic><topic>Educational Benefits</topic><topic>Educational Technology</topic><topic>Engineering</topic><topic>Engineering Education</topic><topic>Focus Groups</topic><topic>Higher education institutions</topic><topic>Interviews</topic><topic>Negative Attitudes</topic><topic>online learning</topic><topic>online proctoring</topic><topic>Qualitative analysis</topic><topic>responsible use of technology</topic><topic>Student Attitudes</topic><topic>Students</topic><topic>Supervision</topic><topic>Teachers</topic><topic>Teaching Methods</topic><topic>technological ambivalence</topic><topic>Technology Uses in Education</topic><topic>Technology utilization</topic><topic>Tests</topic><topic>Video Technology</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Johri, Aditya</creatorcontrib><creatorcontrib>Hingle, Ashish</creatorcontrib><collection>Open Access: Wiley-Blackwell Open Access Journals</collection><collection>Wiley Online Library website</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Docstoc</collection><jtitle>Journal of engineering education (Washington, D.C.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Johri, Aditya</au><au>Hingle, Ashish</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1363510</ericid><atitle>Students' technological ambivalence toward online proctoring and the need for responsible use of educational technologies</atitle><jtitle>Journal of engineering education (Washington, D.C.)</jtitle><date>2023-01</date><risdate>2023</risdate><volume>112</volume><issue>1</issue><spage>221</spage><epage>242</epage><pages>221-242</pages><issn>1069-4730</issn><eissn>2168-9830</eissn><abstract>Background
COVID‐19 has led to an unprecedented increase in the use of technology for teaching and learning in higher education institutions (HEIs), including in engineering, computing, and technology programs. Given the urgency of the situation, technologies were often implemented with a short‐term rather than long‐term view.
Purpose
In this study, we investigate students' perceptions of the use of video‐based monitoring (VbM) for proctoring exams to better assess its impact on students. We leverage technological ambivalence as a framing lens to analyze students' experiences and perceptions of using VbM and draw implications for responsible use of educational technology.
Method
Qualitative data were collected from students using focus group interviews and discussion board assignments and analyzed inductively to understand students' experiences.
Findings
We present a framework of how a technological shift of existing practice triggered ambivalence that manifested itself as a sustained negative outlook among students regarding the use of VbM, as well as their institution and instructors. Students accepted the inevitability of the technology but were unconvinced that the benefits of VbM outweighed its risks.
Conclusions
As instructors use educational technologies that are inherently driven by user data and algorithms that are not transparent, it is imperative that they are attentive to the responsible use of technology. To educate future engineers who are ethically and morally responsible, engineering educators and engineering institutions need to exhibit that behavior in their own practices, starting with their use of educational technologies.</abstract><cop>Hoboken, USA</cop><pub>John Wiley & Sons, Inc</pub><doi>10.1002/jee.20504</doi><tpages>22</tpages><orcidid>https://orcid.org/0000-0002-6178-1256</orcidid><orcidid>https://orcid.org/0000-0001-9018-7574</orcidid><oa>free_for_read</oa></addata></record> |
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subjects | Algorithms Computer Assisted Testing Computer Attitudes Educational Benefits Educational Technology Engineering Engineering Education Focus Groups Higher education institutions Interviews Negative Attitudes online learning online proctoring Qualitative analysis responsible use of technology Student Attitudes Students Supervision Teachers Teaching Methods technological ambivalence Technology Uses in Education Technology utilization Tests Video Technology |
title | Students' technological ambivalence toward online proctoring and the need for responsible use of educational technologies |
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