Changing student experiences with online proctored exams: Comparing 2020 and 2023 cohorts

Abstract

This article presents a repeated cross-sectional study comparing two independent cohorts of students (2020 and 2023) to examine how experiences with online proctored exams (OPEs) evolved following the COVID-19 pandemic. The study draws on 761 course-level responses from 741 students collected in 2020 and 701 course-level responses from 591 students collected in 2023. Using the same survey instrument across both cohort points, the study examines four constructs: perceived ease of use, confidence, OPE experiences and acceptability and OPE readiness and support. Findings revealed significant improvements across all four constructs in the 2023 cohort, with clustering-adjusted analyses indicating that these differences remained after accounting for demographic characteristics and multiple course-level responses from the same student. However, agreement that students were comfortable being observed or recorded during an OPE was significantly lower in 2023 than in 2020. While the effect size was very small, the findings suggest that concerns about surveillance persisted despite more positive overall experiences. The findings inform policy and practice decisions about the ongoing use of OPEs in higher education, with implications for institutional transparency and student privacy.

Implications for practice or policy:

• Embedding clear guidance and practice for OPEs can sustain usability and confidence.
• Improved acceptance of OPEs should not be taken as evidence that surveillance concerns have been resolved, despite the very small magnitude of the observed effect.
• Clear proctoring and privacy policies are needed to address surveillance concerns.
• Sustained institutional OPE communication and technical support measurably improves student experience.