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Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors

Author

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  • Carina S. González-González

    (Department of Computer Engineering and Systems, University of La Laguna, 38200 San Cristóbal de La Laguna, Tenerife, Spain)

  • Alfonso Infante-Moro

    (Department of Financial Economics, Accounting and Operations Management, University of Huelva, 21071 Huelva, Spain)

  • Juan C. Infante-Moro

    (Department of Financial Economics, Accounting and Operations Management, University of Huelva, 21071 Huelva, Spain)

Abstract

Most online teaching institutions still do not offer complete remote teaching, requiring the physical presence of the student in the evaluation process (for supervisory reasons), which could aggravate the evaluation and certification in massive open online teaching. Although, there are already e-proctoring tools (electronic proctoring) that allow this process to be carried out remotely, without requiring that physical presence. For this reason, and in order for this complete remote teaching to be extended to institutions that do not yet believe in the success of its implementation, this study, through a bibliographic study and a causal study carried out by experts in online teaching, focuses on locating the determining motivational factors when accepting and implementing this evaluation system as a method of remote supervision and tries to encourage its use through them. The list obtained consists of the following motivational factors: Quality management, available information, external conditioning, trust, perceived compatibility, perceived usefulness, attitude and intention, and the most decisive factor in this whole process is trust (which would be the extent of security and privacy that institutions have in the use of this tool).

Suggested Citation

  • Carina S. González-González & Alfonso Infante-Moro & Juan C. Infante-Moro, 2020. "Implementation of E-Proctoring in Online Teaching: A Study about Motivational Factors," Sustainability, MDPI, vol. 12(8), pages 1-13, April.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:8:p:3488-:d:350061
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    References listed on IDEAS

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    Cited by:

    1. Leticia Rodriguez-Segura & Marco Antonio Zamora-Antuñano & Juvenal Rodriguez-Resendiz & Wilfrido J. Paredes-García & José Antonio Altamirano-Corro & Miguel Ángel Cruz-Pérez, 2020. "Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach," Sustainability, MDPI, vol. 12(18), pages 1-29, September.
    2. Alfonso Infante-Moro & Juan C. Infante-Moro & Julia Gallardo-Pérez & Antonio Luque-de la Rosa, 2021. "Motivational Factors in the Use of Videoconferences to Carry out Tutorials in Spanish Universities in the Post-Pandemic Period," IJERPH, MDPI, vol. 18(19), pages 1-11, October.
    3. Francisco José García-Peñalvo, 2021. "Avoiding the Dark Side of Digital Transformation in Teaching. An Institutional Reference Framework for eLearning in Higher Education," Sustainability, MDPI, vol. 13(4), pages 1-16, February.

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