Online proctored exams and digital inequalities during the pandemic.

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dc.contributor.authorHartnett M
dc.contributor.authorButler P
dc.contributor.authorRawlins P
dc.date.accessioned2023-04-17T01:52:01Z
dc.date.available2023-04-13
dc.date.available2023-04-17T01:52:01Z
dc.date.issued13/04/2023
dc.description© 2023 The Authors
dc.description.abstractThe emergence of the COVID-19 and the resulting global pandemic has ushered in far-reaching changes for countries across the world, not least of which are changes to their education systems. With traditional location-based exams no longer possible at universities, the uptake of online proctored exams (OPE) has occurred at a pace not seen prior to the pandemic. Students' experiences of online proctored exams during the pandemic are reasonably well-understood in terms of digital access and ease of use of the technology. However, less is known about students' perceptions of digital confidence and competence to complete an online exam, both of which are important digital equity considerations.
dc.description.confidentialFALSE
dc.identifierhttps://www.massey.ac.nz/massey/expertise/profile.cfm?stref=956050
dc.identifier.citationJournal of Computer Assisted Learning, 2023
dc.identifier.doi10.1111/jcal.12813
dc.identifier.elements-id460891
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0266-4909
dc.identifier.urihttps://hdl.handle.net/10179/18178
dc.publisherWiley
dc.relation.isPartOfJournal of Computer Assisted Learning
dc.subjectCOVID-19
dc.subjectdigital access
dc.subjectdigital competence
dc.subjectdigital inequalities
dc.subjecthigher education
dc.subjectonline proctored exams
dc.subject.anzsrc0899 Other Information and Computing Sciences
dc.subject.anzsrc1303 Specialist Studies in Education
dc.subject.anzsrc1702 Cognitive Sciences
dc.titleOnline proctored exams and digital inequalities during the pandemic.
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/Other
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