Online Proctoring and Discrimination: A Critical Examination of Online Proctoring Technologies
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Authors
Pilgrim, Christina Lynn
Date
2024-08-30
Type
thesis
Language
eng
Keyword
Educational Technology
Alternative Title
Abstract
This exploratory research project investigates students’ negative experiences with online proctor- ing (OP) educational software (having a human proctor monitor a student in real time through their computer’s webcam or being recording with the software's artificial intelligence (AI) sys- tem), and if and how undergraduate university students in Ontario face discrimination by data driven educational OP technologies. Although online proctoring technologies like Examity and Proctortrack have been widely discussed publicly for their consequences for educational equity – for example, students have reported that OP were not able to detect dark skin tones, erroneously flag neurodivergent students with accommodations, and more – there is very little empirical re- search which systematically documents the actual diversity of discriminatory effects students have experienced during the pandemic. This project used a cross-sectional design approach which I have conducted in three parts: (1) 46 anonymous surveys which were distributed to cur- rently registered students and recent alumni with graduation taking place between 2020 and 2024 at Queen’s University, Western University and Toronto Metropolitan University; (2) three in- depth qualitative interviews with a selection of survey respondents. Students widely reported in- vasive experiences and increased work burdens that intersected with pre-existing burdens due to structural inequities; (3) an analysis of 68 TikToks with the following hashtags: #onlineproctor, #onlineproctoring, #Examity, #Proctortrack, #onlineexam, #onlineexams, #digitalproctoring. Students widely reported invasive experiences and increased work burdens that intersected with pre-existing burdens due to structural inequities. Negative student experiences with OP technol- ogy fell into three categories: OP software as techno-solutionist endeavor, students’ concerns about surveillance and monitoring, and students facing discrimination from data driven educa- tional technologies. The impacts of university administrators using OP technology to replace in- person exams during remote learning include students having to expend additional labour and time when having to set up the exam space. OP software also led to students being discriminated or punished for facing class inequality, racism, sexism, ableism; or for mundane factors unrelated to academic integrity. By providing qualitative research, I hope to enhance understanding for the impact of OP technology on undergraduate university students in Ontario as well as deepen the understanding of the relationship between ed tech and inequality in Canadian education. Ulti- mately, this research also speaks to broader, growing concerns about the relationship between technology, justice and power due to COVID-19 "quick-fix" responses through how an individ- ual experience similar technologies differently depending on their positionality (Taylor et al. 2020: 12). Altogether, this will contribute to more comprehensive and equitable solutions to re- mote learning strategies in universities, while potentially improving access to education within the existence of ed-tech.
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Attribution-NoDerivatives 4.0 International
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.
Queen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canada
ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.